Technology

In the technology department, our curriculum is built on 3 pillars:

1.       That knowledge is important to all thinking in technology.

2.       That we understand new things in relation to what we already know.

3.       That retrieving knowledge helps us to remember it for longer.

Overview

We believe that students deserve a design & technology curriculum which prepares them for the world they live in.

Design and technology gives young people the skills and abilities to engage positively with the designed and made world.  They learn how products and systems are designed and manufactured, how to be innovative and to make creative use of a variety of resources including traditional and digital technologies, to improve the world around them.

We thrive to provide opportunities, which allow students to develop a knowledge of a range of technology areas in KS3 including; product design, textiles, graphics and Food Preparation & Nutrition. Students should grow in confidence through dedicated teaching environments, manufacturing equipment and specialist teaching.

At the centre of the subject is creativity and imagination. Design & technology is a subject which draws, develops and implements a range of different disciplines including mathematics, science, engineering, computing, geography, business studies and art. The subject embeds high quality literacy skills through analysis and evaluation techniques.

As students’ progress to KS4 they choose an area within Design & technology to study. In the chosen area, the subject allows for deeper study of the world they live in, potential career opportunities and with the skills developed at KS3 the confidence to task risks, become resourceful, innovative, enterprising and capable citizens. The subjects encourages students to design and make products that solve real and relevant problems, within a variety of contexts, while considering their own and other’s needs, wants and values.

Food preparation and nutrition equips learners with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating.

Our Design & Technology curriculum will give the students an opportunity to:

Research and Design

  • Engage in an iterative process of design and making.
  • Undergo primary and secondary research techniques into a range of user’s needs, wants and values, analysis of existing products, ergonomics and anthropometrics and the work of others.
  • Identify and solve their own problems and the problems of specific clients and target market groups.
  • Develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations.
  • Use a variety of design strategies when developing ideas using the iterative design process. For example; a range of 2d and 3d sketching techniques, rendering in different forms, modelling in traditional and CAD methods and the testing of materials and manufacturing techniques.
  • Develop and communicate their design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools
  • Make informed decisions about food and nutrition and allows them to acquire knowledge in order to be able to feed themselves and others affordably and nutritiously, now and later in life.

 

  • Develop knowledge and understanding of the functional properties and chemical characteristics of food as well as a sound knowledge of the nutritional content of food and drinks.
  • Understand the relationship between diet, nutrition and health, including the physiological and psychological effects of poor diet and health.

Make

  • Select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture.
  • Select from and use a wider, more complex range of materials, components and ingredients, taking into account their properties.
  • Demonstrate knowledge and understanding of functional and nutritional properties, sensory qualities and microbiological food safety considerations when preparing, processing, storing, cooking and serving food.
  • Explore a range of ingredients and processes from different culinary traditions (traditional British and international) to inspire new ideas or modify existing recipes

Evaluate

  • Analyse the work of past and present professionals and others to develop and broaden their understanding.
  • Investigate new and emerging technologies.
  • Personal project work, analysing how the product fulfils the requirements of the specification and the user’s needs, wants and values.
  • Recognise how their product can be modified for commercial manufacturing
  • Understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists

Pedagogy  We strive to educate through a range of teaching strategies which are accessible for all our learners

Enrichment  We aim to enrich our curriculum by:
  • A range of visual, auditory and kinaesthetic resources are used throughout lessons
  • Create an environment of confidence where students feel they can experiment, make mistakes and tackle their own design problems
  • Through high levels of expertise in health and safety students can feel confident to use a range of tools equipment and machinery to develop their knowledge and understanding.
Regular use of teacher, technician and student led live modelling to demonstrate processes and applications both practically and theory based.
  • Establishing cross curricular links
  • Encouraging students to take part in department and national competitions
  • Encouraging students to contribute to the life of the school and the community, by working with ‘real’ contexts to develop their skills and knowledge in designing
  • developing partnerships with external providers that extend children’s opportunities for learning
Encourage students to engage in TV shows that can deepen their understanding of design and the world around them.

Key Staff

  • Teacher of Technology - Miss J Mouncey
  • Teacher of Technology – Mr K Downing
  • Teacher of Technology - Mrs K Yates
  • Technology Technician - Mrs J Pilkington

Benefits

  • Learners are taught to think for themselves, and to create solutions to problems.
  • Creative and talented learners can express themselves in this subject.
  • Post 16 DT is accepted by all universities for entrance. It is valued as evidence of independent thought, and as a good foundation in subjects like Engineering, Product Design, Electronics or Computing, Food Technology, Hospitality and Catering.

Exam Boards & Qualifications

  • Cambridge Health and Social Care - Level 1/2
  • WJEC Level 1/2 Vocational Award in Hospitality and Catering (Specification A)
  • WJEC Level 1/2 Vocational Award in Engineering

KS3 Details

All learners study two periods of Technology per week. Small problem solving projects are undertaken, including design and make activities in Food, Product Design and CAD/CAM. Learners apply the design process to problem solve each task. The projects allow for individual design and decision making whilst constraining other areas such as material choice, tools and equipment.

YEAR 7

Resistant Materials

Key fob project - What is acrylic & where does it comes from? Sustainability of using plastics and recycling materials. Introduction to CAD and 2D design. Manufacturing a key fob.

Helicopter project - Working with natural products. Use specific techniques and tools to manufacture a helicopter.

Food Technology

Picnic Project - Analyse a design brief and look at suitable products for a picnic basket. Examine multicultural foods and observe the historic factors surrounding the picnic. 

Graphics

Monsters - Unique monster – use poems as a source of information. Learn to sketch and model ideas, then modify designs in clay and examine changes over time.

Chocolate Mould - Design and make a chocolate bar and packaging. Use isometric drawings to draw the products and introduction of manufacturing skills.

  

YEAR 8

Resistant Materials

Automata Project - Develop an awareness of mechanisms and their function on society. Look at the parts of a mechanism – Levers – Cracks – Cams – Offset Cam – Gears.  Examine existing automata from a bygone era.  Look at construction methods in building an Automata in MDF.

Box Project – Look at jointing techniques and methods in woods. Students to create a box based upon 4 concealed box joints, with a pivot lid. 

 

Food Technology

Dig for Glory - Make a Sausage roll using enrobed pastry – examine the function of carbohydrates and proteins and explain their function. Adapt a recipe to make it your own. Understanding of the Dig for Victory Campaign and impact this had on health .

Rationing 

Food Hygiene 

Food Safety 

Nutrition 

Healthy eating 

Eat well Plate 

Energy Balance 

Foods from different countries 

 

Graphics

Board Games – Design a board game. Analyse the possible types of media that could be used. Observe Typography types, design a Logo for the product and use CAD for your final LOGO. Laser cut counters using 2D design, package the game and die cutting.

Marvel - Research, design and make a prototype poster using 3D drawing techniques.

YEAR 9

Engineering 

Set and prop design - Examine Set and prop design for drama/films. Students to examine basic construction techniques in the building of simple props – designing products based upon an idea and script. 

 

Electronic Engineering & CADCAM - Production of Christmas tree decoration made from basic electronic circuit and packaged into an acrylic case designed and manufactured on the PC.  Use of 2D design to manufacture a laser cut product.  

 

Electronic engineering- Show how automation is used in industry with the use of PLC’s to control production lines. Students to use Circuit Wizard in order to create basic electronic products.  Learn basic soldering skills and techniques. 

 

Food Technology 

Healthy Eating - Nutrition and Meal planning. Nutrients and sources – Deficiency – excess – balanced diets – Malnutrition – Undernutrition.  

 

Design and make for specific groups - Planning / Dietary requirements – religious requirements – life stages at different ages.  

KS4 Details

Technology is an optional subject at Key Stage 4, with a linear course.

Engineering

Learners complete 3 mandatory units across  the guided  learning hours.

Unit 1—The purpose of this unit is to analyse existing products and realise the design that goes into the products along with looking at the design process involved.

30 guided Learning Hours

Unit 2-

This is the opportunity to put into practice lots of engineering skills involving all the workshop tools both hand and mechanical. Each student will make a product that is identical to their colleague but they will be using technical drawings to be able to interpret the correct dimensions.

60 Guided learning hours

Unit 3

This is the final 90 minute exam that will test all the knowledge gained over the 2 years and will test their ability to draw in technical styles. They will also understand the maths involved in engineering and be able to put into practice the knowledge.  The exam will be based around real-life engineering scenarios

There will be lots of hands on learning and making with an emphasis on self motivation and making.

Students will be required to complete and pass all 3 units in the certificate in order to achieve the award.

2 units are internally assessed and externally moderated, and one exam Unit is  externally assessed.

Hospitality and Catering

Students will learn to apply their skills knowledge and understanding of food and nutrition in various scenarios relative to modern cooking and employment in the catering trade.  Learners complete two mandatory units.

Unit 1: The hospitality and Catering Industry

Learners will learn study:

 The environment in which hospitality and catering providers operate

How the industry operates, including job roles.

Meeting health and safety requirements

How food can cause ill health.

How to propose provision to meet specific requirements.

Unit 2: Making project                     

Learners will undertake a making project that showcases the skills and knowledge they have developed. The project will be in  response to a brief. Learners will develop skills in planning and development, making and presentation, aswell as assessing nutritional values of their dishes and showing technical skills and high standards of health and safety.

Students are expected to provide for and cook a range of products frequently throughout the course.

Students will be required to complete and pass both units in the certificate in order to achieve the award.

Unit 1 is externally assessed. This unit is a written exam (40%) and the written paper is 90 minutes.

Unit 2 is internally assessed and externally moderated. (60%), consists  of 72 guided learning hours and 9 hours supervised  exam conditions.

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