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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DT/STEM. Exploring links between Science, Technology, Engineering and Maths. Design & Make: Up-cycled solar powered light. |
Textiles Technology. Research, technical knowledge, designing, making and evaluating relating to natural fibres and fabrics. Design and make: Fabric mobile phone holder. |
Design Technology. Designing, making, evaluating and technical knowledge relating to polymers, timbers and metals. Design and Make: Identification tag Desktop Trebuchet Pencil holder Safety sign |
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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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DT/STEM. Students looking at how maths skills are important in DT and Engineering and how these skills can be applied in a practical way. Design4Life. Students looking at how product design can help promote healthy lifestyles. Students study how the design of the bicycle and associated accessories have developed. |
Textiles Technology. Research, design, use of technical knowledge of fibres and fabrics to design and make a textiles item. Design and make: Cushion using a variety of decorative techniques. |
Design Technology. Designing, making, evaluating and technical knowledge relating to polymers, timbers and metals. Design and Make: 3D Graffiti desk tidy. |
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Year 8E |
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.
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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. Design and make: Do not disturb bedroom door hanger. DT/STEM. Students looking at how maths skills are important in DT and Engineering and how these skills can be applied in a practical way. |
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Year 9j/9p |
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 2. Designing, making, evaluating and technical knowledge relating to polymers, timbers and metals. Design and make: Bird box influenced by contemporary design. |
KS4
BTEC First Award in Art & Design (Textiles) Level 1/ Level 2
https://qualifications.pearson.com/en/qualifications/btec-firsts/art-and-design-2012-nqf.html
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Learning Cycle 1 |
Learning Cycle 2 |
Learning Cycle 3 |
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Year 10 |
Unit 1 Introduction to specialist pathways in Art and Design (Textiles) Natural Forms Project |
Unit 3 Communicating Ideas in 2D Inspired by Architecture Project |
Unit 4 Communicating Ideas in 3D Inspired by Architecture Project |
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Year 11 |
Completion of Unit 3 and 4 Architecture Project |
Unit 2 – Exam – Creative Project in Art and Design Externally set, the assignment is available from the January of Year 11 |
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OCR Cambridge National Child Development
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 |
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. |
Exam in January Continue with R020 types of play, designing activity plans and carrying out activities with a child. |
Complete all controlled assessment. |
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 |
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