| Subject: | Technology |
| Subject Overview:
In KS3 Technology we cover three areas, Design Technology, Hospitality and Graphics. These are run on a carousel throughout each year in KS3. Design Technology is an inspiring practical subject. Using creativity and imagination, learners design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. Through the evaluation of past and present Design and Technology, they develop a critical understanding of its impact on daily life and the wider world. Food is a vital part of our daily lives and is essential for life. Graphics is ideally suited to learners with a passion for creativity, design and practical talent. The skills learners will develop are: drawing and sketching, use of digital editing, typography, application of colour, producing publishing layouts, image capture and manipulation through photography, web based design and many more. At GCSE level, students can study a range of Technology subjects that offer learners the chance to develop a range of skills and lead directly onto A levels or Level 3 courses. The subjects we offer are; Level 2 Hospitality and Catering – Exam board WJEC Level 2 Construction in the Built Environment Eduqas |
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| Key Stage 3 All learners at Key stage 3 cover all areas of Technology throughout the year on a carousel. This means they could do any area at any given time of the year depending on the carousel they are currently participating in. The areas covered are Hospitality & Catering, Design Technology and Graphics |
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| Content: | Year 7: | Year 8: | Year 9: |
| In Hospitality and Catering: | How do I benefit from becoming a healthier me?
Learners focus on health and safety in the food room and an introduction to healthy eating and nutrition. They will cover fruit/vegetables discussing 5 a day, seasonality of food and hydration. The key nutrients: carbohydrates, simple and complex, protein (vegan, vegetarian alternatives), Calcium (deficiency), fats and oils (saturated and unsaturated fats), foods high in sugar, fat and salt As well as this they develop food safety and hygiene skills. These include: Stir fry/savoury rice Tear and share bread Chilli con carne with rice Mac and cheese Chicken Goujons and potato wedges Swiss roll Cheese and onion triangles Spaghetti Bolognese Apple crumble Cheese scones Victoria Sponge Cake
Skills Shown: Health and Safety Food Safety Weighing and measuring Knife skills Portion control Using the hob and oven safely Simple sauces Using a range of cooking methods and cake making methods (whisking/rubbing in/kneading). Assessment Assessment will take place through both formative and summative assessment tasks. Multiple choice quizzes, flash card revision homework tasks as well as a written piece of work and a practical assessment. |
How is the Hospitality and Catering industry structured and what is needed for its success? Learners focus on the structure of the Hospitality and Catering industry. Looking at what elements make up the industry and factors that can affect the success of the industry. They look at the types of food service systems, job roles (Front and back of house), study the job role of a chef in detail, The environmental health officer, personal attributes, sustainability and communication and teamwork. Learners will also continue to develop a range of skills such as making practical dishes as well as food hygiene and safety.These include:PizzaFlavoured soda breadFruit lattice tartCheese, tomato and bacon QuicheCarrot cake Brownies Chicken fajita and flat bread Carbonara Fresh pasta with a bolognese sauce Chicken Curry, rice and flatbread Coconut rice and fruit compote Coconut and jam tarts Skills Shown: Building on practical skills from year 7 and including more challenges. Weighing and measuring Knife skills Portion control Using fresh ingredients Medium level sauces made from scratch. Making pasta Using the hob and oven safely Using a range of cooking methods (melting/whisking/rubbing in/kneading). Assessment Assessment will take place through both formative and summative assessment tasks. Multiple choice quizzes, flash card revision homework tasks as well as a written piece of work and a practical assessment.. |
How do you choose the right dish?
Learners will be introduced to the different concepts covering food choice and food provenance. Gaining an understanding on where food comes from, how it is produced and factors that affect consumer food choices. They will also cover cooking methods, Budgeting, menu planning, allergies and intolerances and how to meet the customers needs. The practical dishes will build on skills already gained. These include: Fruit topped mini cheesecake Fish cakes Sausage and tomato Frittata Burgers with potato cakes/ parmentier potatoes Ravioli- Spinach and Ricotta Mexican cornbread Spinach and chickpea curry (V) Sweet and sour chicken Tea cake challenge Chocolate fondant plus decoration Chicken Kiev and wedges Viennese whirls Sticky toffee pudding Skills Shown: Building on practical skills from year 7 & 8 and including more challenges. Health and Safety Food Safety Weighing and measuring Knife skills Portion control Using fresh ingredients High level sauces Making Pasta Using the hob and oven safely Using a range of cooking methods (melting/whisking/rubbing in/kneading). Assessment Assessment will take place through both formative and summative assessment tasks. Multiple choice quizzes, flash card revision homework tasks as well as a written piece of work and a practical assessment. |
| In Graphic Products: | What does a graphic designer have to do to make a company’s brand successful? Chocolate bar projectLearners will show an understanding of the design process from analysing the brief to creating an end product for the customer. They will create their own chocolate bar design, mould and packaging. Skills shown:Typography Photoshop Rendering CAD/CAM Vacuum Forming Bain Marie (melting chocolate) Presentation Health and Safety (using workshop machinery)
Assessment: Assessment will take place through both formative and summative assessment tasks. Multiple choice quizzes, flash card revision homework tasks as well as a written piece of work and a practical assessment |
Why do designers use typography in their work? Typography Project Learners will be given a range of mini briefs based around the topic of Typography. They will experiment creating a range of different types of graphic outcomes for example, 3D letters, digital prints and CAD/CAM designs.Skills shown:Typography PhotoshopRendering CAD/CAMHealth and Safety (using craft knives) Presentation Assessment: Assessment will take place through both formative and summative assessment tasks. Multiple choice quizzes, flash card revision homework tasks as well as a written piece of work and a practical assessment. |
What do you need to consider when designing a product for a client? Branding and advertising- Editorial Design (magazine design)Â Learners will explore the world of corporate identity and how design can have an impact on the consumer. They will follow a design brief and create their own pull out from a magazine called ‘Did you know’ Learners can choose their theme.
Skills shown: Typography Photoshop Rendering CAD/CAM Modelling techniques Presentation
Assessment: Assessment will take place through both formative and summative assessment tasks. Multiple choice quizzes, flash card revision homework tasks as well as a written piece of work and a practical assessment |
| In Design Technology: | What is your understanding of carbon footprint? Learners will design and make a Phone holder. They will use traditional hand tools, machinery and CAD/ CAM to create their final product. Learners will learn to understand and be able to read engineering drawings when marking out their product and know risks when working in a DT practical room and be able to identify risks and know how to reduce the risks. Learners will understand how templates and formers help when manufacturing a product. They will use a range of different hand tools to cut, shape and finish a range of materials. Understand how to finish a product and the final quality needed. Theory based content will be included each week focusing more on their carbon footprint. Equipment they will use:Coping sawTenon sawSteel ruleHand fileUnderstand how to use set up and safely use machines: Pillar drill (using a jig when drilling their work) Vertical belt sander Strip heater (using the former to shape the acrylic part of the design) Laser cutter (2D DESIGN CAD) Finishing techniques when using Glass paper/ wet and dry paper/ Hand files Understand how to finish a product and the final quality needed and understand the difference between the two different types of glass paper and what glass paper should be used on which material. Assessment Assessment will take place through both formative and summative assessment tasks. Multiple choice quizzes, flash card revision homework tasks as well as a written piece of work and a practical assessment. |
How can you as an individual live a more sustainable lifestyle?
Learners will learn how a chosen target audience has to influence the design of a product. They will design and make a night light based on the theme that is suitable for the chosen target audience. Learners will learn to understand and be able to read engineering drawings and measurement symbols when marking out their product. They will use hand tools, machinery and CAD/ CAM to create their final product. Learners will know risks when working in a DT practical room and be able to identify risks and know how to reduce the risks. Learners will understand how templates and jigs help when manufacturing a product. They will understand the advantages/disadvantages of templates and jigs. Learner will use a range of different hand tools to cut, shape and finish a range of materials. Learner will understand basic electronic components and a simple circuit.
Equipment they will use: Templates to help understand the importance of accuracy when marking out and different quick and effective ways to mark out. Engineering drawings Marking gauge to develop their marking out skills learnt in year 7 Steel rule develop the skills of how to mark out accurately. Tenon saw Coping saw Hand file Glass paper/ wet and dry paper Demonstrate how to use and what material should be used on the different types of glass paper. (Using a range of different hand tools to cut and shape accurately) Understand how to use set up and safely use machines: Vertical belt sander Pillar drill Laser cutter (2D DESIGN CAD) Assessment Assessment will take place through both formative and summative assessment tasks. Multiple choice quizzes, flash card revision homework tasks as well as a written piece of work and a practical assessment |
Explain each stage of the life cycle assessment for a plastic bag and the environmental impacts. Learners will be making a sweet dispenser and designing graphic elements to decorate the final product. They will develop the skills they learnt in year 7 and 8 when using hand tools, machinery to complete the product and embellish the product by adding decorative details or features that link to the final product. Learners will know risks when working in a DT practical room and be able to identify risks and know how to reduce the risks. Learners will learn to understand and be able to read engineering drawings and measurement symbols when marking out their product. Learners will understand how templates and jigs help when manufacturing a product. They will understand the advantages/disadvantages of templates and jigs. Learner will use a range of different hand tools to cut, shape and finish a range of materials.Equipment they will use:TemplatesSteel ruleEngineering drawingsCoping saw Tenon saw Hand file Machines they will use: Vertical belt sander Laser cutter (2D DESIGN CAD) Pillar drill ( When using the jig to drill hole position) Glass paper/ wet and dry paper Understand how to use set up and safely use machines: Vertical belt sander Pillar drill Laser cutter (2D DESIGN CAD) Assessment Assessment will take place through both formative and summative assessment tasks. Multiple choice quizzes, flash card revision homework tasks as well as a written piece of work and a practical assessment. |
| Extra Curricular Activities:Â Â KS3 Engineering club – Every Thursday 2.50pm-3.50pm
KS3 Cookery Club- Tuesdays 2:50- 3.50pm |
| Key Stage 4 – Design Technology GCSE The Design Technology course is broken into two areas. Unit 1 which is a written 2 hour exam sat at the end of year 11, which is worth 100 marks and will be assessed externally. This is worth 50% of the overall grade. Single lessons will be focussed around the exam theory content throughout year 10 and 11. Unit 2 is a coursework based unit where learners need to follow a design brief set by the exam board to plan, design and create a finished prototype. This is worth 50% of the overall grade. Learners receive this brief at the end of year 10. Double lessons in year 10 leading to this will be skilled and mini project based tasks. |
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| Content: | Year 10: | Year 11: | |
| Autumn Term 1: | All single lessons will focus on unit 1 content Design Technology and our world-Health and Safety
-Equipment -CAD/CAM -6 R’s -New and emerging technologies
Double lessons will be skills and mini project based: Mini project 1- CAD/CAM -Design and make a keyring Mini project 2- Puzzle project -Make a wooden 3 piece puzzle, use CAD/CAM as decoration |
All single lessons will focus on unit 1 content Double lessons will be controlled assessment related. | |
| Autumn Term 2: | All single lessons will focus on unit 1 content Design Technology and our worldÂ
-Renewable and nonrenewable energy – modern and smart materials – composite materials and technical textiles – Mechanical devices (pulleys, gears, cams) Double lessons will be skills and mini project based: Project 3- Architecture Project (model making) Design and make a shop front to collate to make into a group project Design shop front on Google sketch up |
All single lessons will focus on unit 1 content Double lessons will be controlled assessment related. | |
| Spring Term 1: | All single lessons will focus on unit 1 content The categorisation and properties of paper, board, timber, metals,Â
Double lessons will be skills and mini project based:Â Project 4- Mock Coursework- Enterprise Project (Corporate Identity- Graphics) Design and make merchandise for the opening of a business (restaurant, shop), or an event (wedding, birthday) |
All single lessons will focus on unit 1 content Double lessons will be controlled assessment related. | |
| Spring Term 2: | All single lessons will focus on unit 1 contentÂ
Double lessons will be skills and mini project based: |
All single lessons will focus on unit 1 content Double lessons will be controlled assessment related. | |
| Summer Term 1: | All single lessons will focus on unit 1 contentÂ
Double lessons will be skills and mini project based: |
All single lessons will focus on unit 1 content Double lessons will be controlled assessment related. | |
| Summer Term 2: | All single lessons will focus on unit 1 contentÂ
Double lessons will be focussing on the controlled assessment- released in June of year 10. |
All lessons will focus on unit 1 content in preparation for the summer exam | |
| Useful links for GCSE course:Â Â https://www.eduqas.co.uk/qualifications/hospitality-and-catering/ https://www.amazon.co.uk/My-Revision-Notes-Vocational-Hospitality/dp/1510473335 https://nationalcareers.service.gov.uk/ |
How can parents support their child’s progress in this subject?
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Extra-Curricular Activities:
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| Useful Links for GCSE Course:https://www.technologystudent.com/ |
How can parents support their child’s progress in this subject?
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Extra-Curricular Activities:
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| Key Stage 4 – Engineering The Engineering course is split into 3 units. The first two units are internally assessed and are coursework based.Unit 1 is Manufacturing engineering products. In this unit learners will learn a range of different skills from hand tools and machines to make an Engineered productUnit 2 is Designing engineering products. In this unit learners will complete a product analysis and redesign the product for a specific target audience.Unit 3 is the final unit that is based on Solving Engineering Problems and is a written exam which tests their knowledge and skill which has an element of maths questions. The exam will be sat in summer of year 11. |
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| Content: | Year 10: | Year 11: | |
| Autumn Term 1: | Unit 3 Will be covered in all single lessons.Learners will cover a range of different topics through a range of different tasks such as group work, group discussion and individual based tasks.
The topics covered are Engineering world based such as:
Unit 1 Will be covered in the double lessons. Learners will complete an analysis of a product and redesign it for a different target audience |
Unit 2 Will be covered in all single lessonsUnit 3 Revision will be covered in all single lessons for the learners who did not achieve their target grade in year 10 | |
| Autumn Term 2: | The continuation of Unit 3Continuation of Unit 1. | Unit 2 Will be covered in all single lessonsUnit 3 Revision will be covered in all single lessons for the learners who did not achieve their target grade in year 10 | |
| Spring Term 1: | The continuation of Unit 3Continuation of Unit 1. | Unit 2 Will be covered in all single lessonsUnit 3 Revision will be covered in all single lessons for the learners who did not achieve their target grade in year 10 | |
| Spring Term 2: | The continuation of Unit 3Continuation of Unit 1. | Unit 2 Will be covered in all single and double lessons.Unit 3 Revision will be covered in all single lessons for the learners who did not achieve their target grade in year 10 | |
| Summer Term 1: | Unit 3: Solving Engineering Problems: External Written PaperUnit 2: Introduction into a range of different engineering practical skills. Learners will work using a range of different skills and tools to make an Engineering pivot lamp. Learners will learn how to read and interpret Engineering drawings when making the lamp. | Unit 3: Solving Engineering Problems: External Written PaperExternal exam series | |
| Summer Term 2: | Unit 2 Will be covered in all single and double lessons. | External exam series | |
| Useful Links and apps for GCSE Course:
Photoshop Express- free PhotoPea – free https://www.technologystudent.com |
How can parents support their child’s progress in this subject?
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Extra-Curricular Activities:
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| Key Stage 4 – Constructing The Built Environment This is a vocational subject which is split into 2 units. The two units are to develop practical skills as well as knowledge of Construction in the Built Environment. Unit 1 – introduces the learners to the built environment and provides them the opportunity to develop skills, knowledge and understanding in identifying, explaining and evaluating different ideas and concepts of the built environment. Learners will explore a range of profession and trade roles, and some of the different structures and buildings of the built environment. An on-screen exam will take place in the summer of Year 11. (1 hour 30 mins exam worth a total of 40% of the qualification) Unit 3 – offers learners the opportunity to develop skills, knowledge and understanding of three construction trade areas of the built environment, including planning, undertaking and evaluating construction tasks. The assessment for this unit is an in class controlled assessment consisting of 30 hours. (60% of the qualification) |
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| Content: | Year 10: | Year 11: | |
| Autumn Term 1: | Unit 1 – The SectorÂ
Unit 3 – Constructing the built environment (Electrical) |
Unit 1 – Health and SafetyÂ
Unit 3 – Developing construction projects (Electrical) |
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| Autumn Term 2: | Unit 1 – The Sector Â
Unit 3 – Unit 3 – Constructing the built environment (Electrical) |
Unit 1 – Technologies and MaterialsÂ
Unit 3 – Developing construction projects (Tiling) |
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| Spring Term 1: | Unit 1 – The Built Environment Life CycleÂ
Unit 3 – Constructing the built environment (Tiling) |
Unit 1 – Building structures and formsÂ
Unit 3 – Developing construction projects (Tiling) |
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| Spring Term 2: | Unit 1 – Types of buildings and structuresÂ
Unit 3 – Constructing the built environment (Tiling) |
Unit 1 – Sustainable construction methods
Unit 3 – Developing construction projects (Joinery) |
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| Summer Term 1: | Unit 1 – Trades, employment and careersÂ
Unit 3 – Constructing the built environment (Joinery) |
Unit 1 – Retrieval and revision
Unit 3 – Developing construction projects |
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| Summer Term 2: | Unit 1 – Retrieval and revision
Unit 3 – Constructing the built environment (Joinery) |
Unit 1 – Retrieval and revision
Unit 3 – Submission of Controlled assessment |
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| Useful Links for GCSE Course:https://www.eduqas.co.uk/qualifications/constructing-the-built-environment-level-1-2/ https://nationalcareers.service.gov.uk/ https://www.hse.gov.uk/ |
How can parents support their child’s progress in this subject?
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Extra-Curricular Activities:
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| Key Stage 4 – Hospitality and Catering
The Hospitality course is broken into two units. Unit 1 is The Hospitality & Catering industry and is a unit that is assessed through an online exam. This exam will be sat at the end of Year 11. Therefore the main focus of year 10 will be to prepare for the exam and develop practical skills. The second unit is a coursework based unit and will be started in year 11. Learners will be given a scenario and will have to prepare, cook and present two dishes for two specific groups. They will research nutrients, cooking methods and choose dishes that suit their target audience. When finalising dishes learners need to consider different factors such as cost and environmental issues. This will lead to a 3 ½ hour practical exam in the spring term 1 of year 11. This is when learners will prepare, cook and present their 2 dishes. Homework will be given every week in Hospitality and Catering and will focus on lesson questions to help prepare for their exam which will be assessed in class |
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| Content: | Year 10: | Year 11: | |
| Autumn Term 1: | All single lessons will focus on Unit 1.
The double lesson will be mainly practical. However learners will develop skills on nutrients and functions of ingredients. The learners will have a better understanding of how to avoid cross contamination within a kitchen setting in single lessons. They will also learn to follow recipes and time plans independently. An example of the practical dishes made this term are:
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Design brief available and learners need to focus on the nutrients needed for each target audience they are designing for.
The practical lessons in this term will depend on the individual learners needs and therefore will be chosen by the learners depending on the skills they feel they need to develop. They will develop and adapt their dishes through presentation and portion control for the target audience. |
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| Autumn Term 2: | All single lessons will focus on Unit 1.
The learners will have a better understanding of how hospitality and catering provisions operate. The learners will continue to develop their knowledge on nutrients and the function of ingredients. Classwork on explaining factors to consider when proposing dishes for a menu. The learners will also look at environmental issues and menu planning and explain how their proposed dishes meet the customers needs. They will also learn to follow recipes and time plans independently. An example of the practical dishes made this term are:
Controlled assessment – coursework – Learners will work in controlled conditions to complete their coursework. |
Classwork on explaining factors to consider when proposing dishes for a menu. The learners will also look at environmental issues and menu planning and explain how their proposed dishes meet the customers needs.
The practical lessons in this term will depend on the individual learners needs and therefore will be chosen by the learners depending on the skills they feel they need to develop. Controlled assessment – coursework – Learners will work in controlled conditions to complete their coursework. |
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| Spring Term 1: | All single lessons will focus on Unit 1.
The learners will have a better understanding of the structure of the hospitality and catering industry. The learners will look at job roles and types of service in the industry. An example of the practical dishes made this term are:
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Controlled assessment – coursework – Learners will work in controlled conditions to complete their coursework.
Practical Assessments – Learners will prepare, cook and present two dishes they wish to be assessed as their final products. |
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| Spring Term 2:The learners will continue developing their knowledge in the single lessons on the structure of the hospitality and catering industry.
They will focus on factors affecting the success of the hospitality industry, job requirements and customer care. An example of the practical dishes made this term are:
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Classwork will focus on revision onscreen exam. | ||
| Summer Term 1: | All single lessons will focus on Unit 1.
The learners will deepen their knowledge on work flow in the workplace, stock control and the laws and regulations around the hospitality industry. There will also be a focus in the double lessons on writing time plans for their final proposed dishes. Learners will get the option to choose which dishes they want to practise independently. |
Classwork will focus on revision for onscreen exam. | |
| Summer Term 2: | Unit 1 – The Hospitality and Unit 1 – The Hospitality and Catering Industry – Onscreen Exam – External exam series | Unit 1 – The Hospitality and Catering Industry – Onscreen Exam – External exam series | |
| Useful Links for GCSE Course: https://www.eduqas.co.uk/qualifications/hospitality-and-catering/ https://www.amazon.co.uk/My-Revision-Notes-Vocational-Hospitality/dp/1510473335https://nationalcareers.service.gov.uk/https://tastycareers.org.uk/ |
How can parents support their child’s progress in this subject?
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Extra-Curricular Activities:
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| Additional Information:If you have a question about the Technology curriculum you can use the form below to contact the Technology deparment.
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