Technology
Design and Technology and Food and Nutrition
We aim to create the best design literate students who are enquiring, confident, creative and enthusiastic to define and solve problems; by placing the ‘user’ at the heart of these problems we encourage our students to become knowledgeable about the resources needed to help them create even better solutions.
We challenge students to think, act and speak like those working in the field would. We do this by equipping students with 21st century skills to empower impact and change; we challenge them to think about industrial developments and technological advancements, environmental and economic factors, the role of sustainability and ethics in user-centred design, demographic change and sociocultural influences around the world in order to visualise future possibilities. In Food students cover the relationship between diet, nutrition and health as well as the impact of a poor diet.
Our curriculum goes far beyond what is taught in lessons, for whilst we want students to achieve the very best examination results possible, we believe our curriculum goes beyond what is examinable. As a department we offer practical extra-curricular clubs in Product Design; this enables students to build confidence and increased proficiency in these areas. We direct students to careers that stem from our material areas and in Food for example, we are passionate about students undertaking lots of cooking!
Our curriculum in Design Technology forms a backbone to our ethos statement. Examples of how our curriculum supports the ethos statement are through a range of creative activities that develop their skills in research, observation and empathy. Students are encouraged to form cross curricular links with other subjects such as the arts, science and maths and by recognising that Design Technology is the bridge to many other subjects helps to develop a more creative and innovative approach to designing. Skills gained in Design Technology are transferable across all other subjects.
As a knowledge engaged curriculum, we believe that knowledge underpins and enables the application of skills; both are entwined. As a department we define the powerful knowledge our students need and help them recall it by developing their technical skills that focus on visualisation and realisation of ideas and information, with a focus on drawing, digital design, physical materials and prototyping as well as knowledge and understanding of the current and emergent means of production, manufacturing and digital technologies.
We build the Cultural Capital of our students by ensuring they have an understanding of Britain’s contemporary design practice and design heritage, as well as a knowledge of international design practice. We encourage wider reading and the exploration of academic theory of design.
Further rationale behind our curriculum design includes building on the knowledge acquired at KS2 and exposing them to more complex and challenging content thereafter. In Design Technology we have carefully planned progression through our rigorous curriculum along with opportunities to revisit knowledge previously covered. Content, skills and cross-curricular links are clearly defined in our schemes of work and knowledge organisers.
We feel that this quote exemplifies the importance of Design Technology in schools –
“Modern design is no longer confined to particular sectors or occupations. The skills, principles and practices of design are now widely used across many parts of the economy, while designers have always drawn on a range of different skills, tools and technologies to deliver new ideas, goods and services. Tomorrow’s innovative companies and organisations need people that have had exposure to disciplines outside their individual specialisms, that have experience of working in teams with other disciplines, and that are comfortable deploying their innate creativity and flexibility within teams and projects. Tomorrow’s innovative companies need design skills.”
DESIGN COUNCIL ‘Designing a Future Economy’ February 2018
Teachers
Mr S Allen - Assistant Head teacher
Mrs M Shannon - Assistant Head teacher
Mrs H Maddocks - Teacher of Food and Nutrition
Mr P Watkins – Teacher of Art and Design and Technology
How the Curriculum has been adapted following the Covid-19 Pandemic
Following the Covid-19 pandemic we have adapted our curriculum to offer students more opportunities to develop their practical skills, using a range of tools and processes because this underpins their ability to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. We continue to focus on subject specific vocabulary and ensure that students can effectively communicate when analysing, designing and making.
Years 7, 8 and 9 Food and Nutrition Ingredients List
Year 7 (Phase 2) Design and Technology and Food and Nutrition
Students in Year 7 rotate around the four disciplines of Resistant Materials, Textiles, Graphics and Food and Nutrition. Students focus on Health and Safety, developing contextual challenges and detailed design specifications, using research to inform their designs. Students manufacture their products using specialist equipment, materials, and tools. Students evaluate their products against their specification and identify ways of developing them. They also learn about problem solving, different materials, properties, manufacturing processes, sustainability and environmental issues.
Within Food and Nutrition, students work hard to become competent in many basic culinary techniques and demonstrate some high-level culinary skills. These skills will allow them to make both savoury and sweet food products with competence at home and for themselves in the future. All students study nutrition and healthy eating in line with government initiatives to combat diet induced poor health and obesity.
Year 8 (Phase 2) Design and Technology and Food and Nutrition
Year 8 students rotate around the four disciplines of Resistant Materials, Textiles, Graphics and Food and Nutrition. They are expected to work more confidently in a range of contexts and consider a range of lifestyle factors such as health and wellbeing, cultural, religious and socio-economic contexts of their intended users when designing products and are encouraged to take creative risks when making design decisions. Students will also consider a wider range of factors including biomimicry, consumer choice, ergonomic and anthropometric features. Students use specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations. Students select appropriately from specialist tools, techniques, processes, equipment and machinery, including computer-aided design and manufacture to validate their designs in advance of manufacturing products with increasing standards of quality and precision. Students adapt their methods of manufacture to changing circumstances and recognise when it is necessary to develop a new skill or technique. Students also learn how to adjust the settings of equipment and machinery such as sewing and drilling machines.
Within Food and Nutrition, students learn a broad range of preparation techniques and methods whilst cooking portable sweet and savoury food products. They are encouraged to modify recipes to their taste and according to healthy eating guidelines whilst focusing on the importance of good nutritional information to inform current and future dietary requirements.
Year 9 (Phase 2) Design and Technology and Food and Nutrition
Year 9 students begin to specialise on Design and Technology and Food and Nutrition, spending half the year on each. Through a variety of creative and practical activities, pupils are taught the knowledge and skills needed to engage in an iterative process of designing and making and are further prepared for GCSE Design and Technology. Students will develop their use of computer aided design (CAD) and computer aided manufacture (CAM). They will have scope to incorporate electronic components into their work and continue to explore specialist materials and develop quality assurance procedures.
Within Food and Nutrition – As part of their work with food, pupils are taught how to cook and apply the principles of nutrition and healthy eating. They will cook a repertoire of predominantly savoury products so that they are able to feed themselves and others a healthy and varied diet. Pupils will become competent in a range of cooking techniques in preparation for NCFE Food and Cookery. Pupils will also understand the source, seasonality and characteristics of a broad range of ingredients and the environmental considerations surrounding food manufacture.
Key Dates:
Year 7 and 8
Rotation 1 – 05/09/2022 – 18/11/2022
Rotation 2 – 21/11/2022 – 10/02/2023
Rotation 3 – 22/02/2023 – 12/05/2023
Rotation 4 – 15/05/2023 – 21/07/2023
Year 9
Rotation 1 - 05/09/2022 - 10/02/2023
Rotation 2 - 20/02/2023 - 21/07/2023
AQA GCSE Design and Technology
Year 10 and Year 11 (Phase 3) AQA GCSE Design and Technology
Students studying GCSE Design and Technology build upon the key skills addressed during Phase 2 and explore in more depth the core and specialist technical principles needed through a range of written and practical activities. The course structure is 50% theory examined through a 2-hour paper in Year 11 and 50% non-examined assessment (NEA) which is completed in Year 11.
Year 10 AQA GCSE Design and Technology
Term 1 Theory: Health and safety, New and emerging technologies and Materials and their working properties.
Term 1 Practical: Phone stands and packaging
Term 2 Theory: Energy, materials, systems and devices
Term 2 Practical: Electronics LED lamps
Term 3 Theory: Common specialist technical principles and a greater emphasis on materials including their sources, origins and properties as well as commercial manufacturing techniques, surface treatments and finishes.
Term 3 Practical: Desk organisation and vacuum forming.
Year 11 (Phase 3) AQA GCSE Design and Technology
Term 1 Theory: Students explore the contextual challenge for their Unit 2 non examined assessment (NEA) and begin the written work for their NEA.
Term 1 Practical: NEA
Term 2 Theory: Making principles. NEA: Students explore initial design concepts to match their NEA brief. Students model their design ideas and then produce a prototype finally evaluating their project.
Term 2 Practical: NEA
Term 3 Theory: Exam preparation
Useful Websites:
http://www.technologystudent.com
https://www.senecalearning.com
http://ww1.school-electronics.co.uk
https://www.bbc.co.uk/bitesize/subjects
https://www.aqa.org.uk/subjects/design-and-technology/gcse/design-and-technology-8552
Career Routes:
A GCSE in Design and Technology can lead to A-level and degree courses in design or manufacture and can also be useful for apprenticeships in carpentry, construction, food manufacture, fashion and textiles, interior manufacturing, and engineering technology.
Design and Technology can set you up for a career in a wide variety of industries such as fashion, engineering, architecture, information technology, careers in hospitality, and even education.
Popular careers for people with design and technology qualifications include fashion designer, tailor, product designer, architect, software engineer, civil engineer, and carpenter.
NCFE Food and Cookery
Year 10 and 11 (Phase 3) NCFE Food and Cookery
Students studying NCFE Food and Cookery are exploring all aspects
of Food and Nutrition, which not only includes the practical skills necessary for cooking and a career in catering, but also industry-based knowledge. The structure of the course is 40% theory examined through a 2-hour paper, sat in year 11, and an NEA that is 60% of their final grade.
Year 10 (Phase 3) WJEC Hospitality and Catering
Term 1 Theory: Health and safety surrounding food preparation, cooking and storage. Food legislation.
Term 1 Practical: Food preparation, cooking skills and techniques.
Term 2 Theory: Food Provenance and factors affecting food choice.
Term 2 Practical: Food preparation, cooking skills and techniques.
Focus: International cuisine
Term 3 Theory: Food groups, nutrients and a balanced diet.
Term 3 Practical: Food preparation, cooking skills and techniques.
Year 11 (Phase 3) WJEC Hospitality and Catering
During Year 11 students will be studying the key information required to complete their NEA task work 60% of their grade.
Term 1 Theory: Food groups, nutrients and a balanced diet. Recipe Amendment and menu planning.
Term 1 Practical: Food preparation, cooking skills and techniques.
Term 2 Theory: NEA task – students will work through the assignment brief set by the exam.
Term 2 Practical: Students complete skills workshops and practice their chosen products for the final practical exam.
Term 3 Theory: Revise for exam.
Term 3 Practical: Practical lessons limited due to revision, but they will be based on nutrients and recipe amendment.
Useful Websites:
https://www.bbc.co.uk/bitesize/subjects/zdn9jhv
https://www.foodforlife.org.uk
https://tastycareers.org.uk/job-descriptions?keywords=&tags=&category=false&page=3
Career Routes:
A level 2 qualification in Food and Cookery can lead to A-level, college, apprenticeships and degree courses or the workplace and professions not limited to kitchen brigade, front of house, back of house, teaching, nutritionist, dietician, food scientists, food technologists, food photographers, creative management, accounts manager, buyer, environmental health officer, agriculturist, artisan baker, equine/animal nutritionist brand manager and business analyst.
