Design & Technology
Design and Technology is an inspiring, rigorous and practical subject. Using creativity and imagination, students design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values.
Students acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Students learn how to take risks, becoming resourceful, innovative, enterprising and capable designers and makers. Through the evaluation of past and present design and technology, students develop a critical understanding of its impact on daily life and the wider world.
High-quality DT makes an essential contribution to the creativity, culture, wealth and well-being of individuals.
Aims
To ensure that all students:
- Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
- Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users.
- Analyse, evaluate and test their ideas and products and the work of others.
- Understand and apply the principles of nutrition and learn how to cook
KS3 Design & Technology
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Learning Cycle 1 |
Learning Cycle 2 |
Learning Cycle 3 |
Learning Cycle 4 |
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Year 7W |
Textiles Technology. Research, technical knowledge, designing, making and evaluating relating to natural fibres and fabrics. Design and make.
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Food & Nutrition. Learn where food comes from and how to cook a range of dishes safely and hygienically. Applying knowledge to healthy eating.
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Design Technology. Designing, making, evaluating and technical knowledge relating to polymers, timbers and metals.
Design & Make.
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N/A |
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Year 7E |
Food & Nutrition. Learn where food comes from and how to cook a range of dishes safely and hygienically. Applying knowledge to healthy eating.
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Design Technology. Designing, making, evaluating and technical knowledge relating to laser cutting, graphics and electronics.
Design & Make.
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Textiles Technology. Research, technical knowledge, designing, making and evaluating relating to natural fibres and fabrics.
Design and make.
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Design Technology. Designing, making, evaluating and technical knowledge relating to polymers, timbers and metals.
Design & Make.
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Year 8W |
Food & Nutrition. Learn how to cook a range of dishes safely and hygienically and apply knowledge of nutrition.
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Design & Technology Designing, making, evaluating and technical knowledge relating to polymers, timbers and metals.
Designing and making 3D graffiti inspired desk tidy. |
Textiles Technology. Research, design, use of technical knowledge of fibres and fabrics to design and make a textiles item.
Design and make.
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N/A |
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Year 8E |
Design Technology 1. Designing, making, evaluating and technical knowledge relating to polymers, timbers and metals.
Students design and make a sweet dispenser looking at simple mechanisms. The project is centred on the theme of ‘up-cycling’ and looking at how waste has a negative effect on the environment. The project incorporates CAD-CAM and laser cutting. |
Food & Nutrition. Learn how to cook a range of dishes safely and hygienically and apply knowledge of nutrition.
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Textiles Technology. Research, design, use of technical knowledge of fibres and fabrics to design and make a textiles item.
Design and make.
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Design & Technology 2 Designing, making, evaluating and technical knowledge relating to polymers, timbers and metals.
Designing and making 3D graffiti inspired desk tidy.
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Year 9W |
Food & Nutrition. Learn how to cook a range of dishes safely and hygienically and apply knowledge of nutrition with consideration to factors that affect food availability and food waste.
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Textiles Technology.
Carry out research, designing and use technical knowledge to design and make a product. Design and make.
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Design Technology Designing, making, evaluating and technical knowledge relating to polymers, timbers and metals.
Design and make.
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N/A |
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Year 9E
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Design Technology 1. Designing, making, evaluating and technical knowledge relating to polymers, timbers and metals.
Design and make.
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Food & Nutrition. Learn how to cook a range of dishes safely and hygienically and apply knowledge of nutrition with consideration to factors that affect food availability and food waste.
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Textiles Technology.
Carry out research, designing and use technical knowledge to design and make a product.
Design and make.
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Design Technology Designing, making, evaluating and technical knowledge relating to polymers, timbers and metals.
Design and make.
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KS4 Design & Technology
BTEC Tech Award in Art & Design Practice Level1/Level2 specialising in Fashion and Textiles - Course started 2021/22
https://qualifications.pearson.com/en/qualifications/btec-tech-awards/art-and-design-practice.html
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Learning Cycle 1 |
Learning Cycle 2 |
Learning Cycle 3 |
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Year 10 |
Introductory project with the theme of Architecture to teach pupils how to respond to a client brief, carry out visual research, learn decorative and construction techniques and present their work in their sketchbooks. |
Component 1: Generating Ideas in Art & Design and Component 2: Develop Practical Skills in Art and Design coursework - Inspired by Natural Forms Assignment brief |
Component 1: Generating Ideas in Art & Design and Component 2: Develop Practical Skills in Art and Design coursework - Inspired by Natural Forms Assignment brief |
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Year 11 |
Completion of Component 1: Generating Ideas in Art & Design and Component 2:Develop Practical Skills in Art and Design coursework - Inspired by Natural Forms Assignment brief |
Component 3: Responding to a Client Brief – externally set and moderated exam brief |
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BTEC Tech Award in Art & Design Practice Level1/Level2 specialising in Fashion and Textiles (2022) - New course - start date September 2022
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Learning Cycle 1 |
Learning Cycle 2 |
Learning Cycle 3 |
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Year 10 |
Introductory skills project using a Pearson project brief with the theme of ‘Species’ to prepare for the release of the Component 1 brief in November. Students will be learning, drawing, designing and practical skills essential for the course. |
Component 1: Creative Practice in Art and Design – externally set Assignment brief set by Pearson |
Component 1: Creative Practice in Art and Design – externally set Assignment brief set by Pearson |
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Year 11 |
Completion of Component 1: Creative Practice in Art and Design – externally set Assignment brief set by Pearson. Start a practice Component 2 brief in preparation for the real exam in Learning Cycle 2. |
Component 2: Responding to a brief – Externally set exam brief set by Pearson |
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OCR Cambridge National Child Development - Course ends 2022/23
https://www.ocr.org.uk/qualifications/cambridge-nationals/child-development-level-1-2-j818/
The Cambridge National in Child Development covers all aspects of child development and parental responsibility from conception to five years. Students develop the essential theoretical knowledge and practical skills needed to create the best conditions for a child’s development and well-being.
The course is composed of 3 units -RO18 Health & well-being for child development is an external exam sat in January in Year 11 with another chance to resit in June if required.
Unit RO19 is a piece of controlled assessment about choosing equipment and researching the nutritional need of children.
Unit RO20 is the second piece of controlled assessment researching the benefits of play and then planning and carrying out activities with a chosen child.
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Learning Cycle 1 |
Learning Cycle 2 |
Learning Cycle 3 |
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Year 10 |
L01:Understand reproduction and the roles and responsibilities of parenthood
L02:Understand antenatal care and preparation for birth
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L03:Understand postnatal checks, postnatal provision and conditions for development .
Introduce RO19 choosing equipment |
L04: Understand how to recognise, manage and prevent childhood illnesses.
Continue with RO19 nutritional needs of children. Hand in completed work . |
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Year 11 |
L05:Know about child safety Revision of course
Introduce RO20 understand developmental norms from birth to 5 years
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Exam in January
Continue with R020 types of play, designing activity plans and carrying out activities with a child. |
Complete all controlled assessment . |
OCR Cambridge National Child Development - Course starts 2022/23
https://www.ocr.org.uk/qualifications/cambridge-nationals/child-development-level-1-2-j809/
The Cambridge National in Child Development covers all aspects of child development and parental responsibility from conception to five years. Students develop the essential theoretical knowledge and practical skills needed to create the best conditions for a child’s development and well-being.
The course is composed of 3 units:
RO57: Health & well-being for child development is an external exam sat in June in Year 11.
RO58: Create a safe environment and understand the nutritional needs of children from birth to five years. This is a piece of controlled assessment about choosing equipment for a nursery and designing the layout of a nursery. Students will also research the nutritional needs of children.
RO59: Understand the development of a child from one to five years. This is the second piece of controlled assessment researching the benefits of play and then planning and carrying out activities with a chosen child.
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Learning Cycle 1 |
Learning Cycle 2 |
Learning Cycle 3 |
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Year 10 |
RO57: Pre conception health and reproduction
RO57: Antenatal care and preparation for birth
RO57: Postnatal checks, postnatal care and the conditions for development
RO58: Topic 1 – Creating a safe environment in a childcare setting. 1.1 Plan to create a safe environment in a childcare setting.
RO58: Topic 2 – Choosing suitable equipment for a childcare setting. 2.1 Essential equipment and factors for choice. |
RO58: Topic 2 – Choosing suitable equipment for a childcare setting. 2.1 Essential equipment and factors for choice.
R058: Topic 3 – Nutritional needs of children from birth to five years. 3.1 Current Government dietary recommendations for healthy eating for children from birth to five years
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Completion of RO58 and submission of coursework in May.
RO57: Antenatal care and preparation for birth
RO57: Postnatal checks, postnatal care and the conditions for development
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Year 11 |
Start RO59 1.1 Physical, intellectual and social development norms from one to five years. 1.1 The expected development norms from one to five years for a range of development areas.
RO59: Stages and types of play and how play benefits development 2.1 The stages of play 2.2 The types of play 2.3 How play benefits development 3.1 Observation and recording.
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Complete RO59.
RO57: Childhood illnesses and a child safe environment
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Those who need to resubmit RO59 will submit their coursework in May.
Revision for RO57. |
Edexcel GCSE Design & Technology
https://qualifications.pearson.com/en/qualifications/edexcel-gcses/design-and-technology-2017.html
DT develops student’s confidence when working with materials such as wood, metal and plastic. DT is a practical based subject which encourages students to combine designing and making skills with knowledge and understanding of materials in order to make quality products. What makes this course really enjoyable is that you will learn how to do things through practical experience.
The coursework project is worth 50% of the course. Once students have decided what they are designing and making, they create a portfolio of research and design work before commencing with the practical. The final term of Y11 is spent preparing for the written examination which is worth 50% of the total marks. DT provides excellent preparation for further studies such as a level Product Design, Apprenticeships and ultimately employment such as a career in engineering and construction.
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Learning Cycle 1 |
Learning Cycle 2 |
Learning Cycle 3 |
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Year 10 |
Focused practical activities focusing on tools, equipment and materials. |
Design and make activities focusing on the iterative design process and applying previous technical knowledge to design solutions |
CAD/CAM – designing and making using CAD/CAM technology. June 01st Contextual challenges released by exam board and coursework begins |
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Year 11 |
Coursework every double lesson with a single lesson per week of exam preparation theory work. |
Coursework every double lesson with a single lesson per week of exam preparation theory work. |
Complete all controlled assessment and prepare for exam. |
AQA Food Preparation and Nutrition
https://www.aqa.org.uk/subjects/food/gcse/food-preparation-and-nutrition-8585
You will be taught the science behind what makes food tasty in a new GCSE called Food Preparation and Nutrition from exam board AQA
This qualification will equip you with:-
- an exceptional range of kitchen skills
- an in-depth understanding of nutrition
At the heart of the qualification is a focus on developing practical cookery skills and a strong understanding of nutrition
Assessment:
50% Exam – split into 2 sections
50% Coursework or NEA – split into 2 parts
- Food Investigation (15%) - Sept 1st in Y11
Based on food science e.g. investigate the best flour to make bread
Recommended time: 10 hours
- Food Preparation Assessment (35%) - Nov 1st in Y11
Students will plan, prepare, cook and present a three course menu within 3 hours
Recommended time: 20 hours (inclusive of 3 hour practical period)
To also include a concise portfolio that:
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Learning Cycle 1 |
Learning Cycle 2 |
Learning Cycle 3 |
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Year 10 |
Food safety; food spoilage and contamination and the principles of food safety Food, Nutrition and Health; macronutrients and micronutrients |
Food, Nutrition and Health; nutritional needs and health Food Provenance; environmental impact and sustainability of food, food production and processing |
Food Science; cooking of food and heat transfer, functional and chemical properties of food |
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Year 11 |
NEA1 Food Investigation; based on food science 15% of GCSE Food Choice; factors affecting food choice, British and international cuisine, sensory evaluation, food labelling and marketing |
Food Choice; factors affecting food choice, British and international cuisine, sensory evaluation, food labelling and marketing NEA 2 Food Preparation Assessment; based on food preparation and nutrition 35% of GCSE
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NEA 2 Food Preparation Assessment Revision for written paper |
In This Section
- Curriculum Overview
- Form Group Curriculum
- Character Curriculum
- Homework
- Knowledge Organisers
- Subjects
- Special Educational Needs
- Dyson Perrins Reading Canon
- Form Reading Programme - new
- Careers
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