| Subject: | Technology |
| Subject Overview:
Design and 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 GCSE Design Technology – Exam Board 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: | Learners focus on The Eatwell guide and an introduction to healthy eating and nutrition. As well as this they develop food safety and hygiene skills. Learners also develop a range of basic skills and make a range of food products which coincide with the nutrient they are learning in the theory based element of the lesson.
These include: Stir fry/savoury rice Skills Shown: Health and Safety Assessment Assessment will take place through both formal and summative assessment task. Multiple choice quizzes, homework tasks as well as a written piece of work and a practical assessment. |
Learners focus is develop and understanding of the Hospitality and Catering industry. Looking at what elements make up the industry and factors that can affect the success of the industry. Learners will also continue to develop a range of skills as making practical dishes well as food hygiene and safety.
These include: Pizza Skills Shown: Building on practical skills from year 7 and including more challenge. Assessment Assessment will take place through both formal and summative assessment task. Multiple choice quizzes, homework tasks as well as a written piece of work and a practical assessment. |
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. The practical dishes will build on skills already gained.
These include: Dutch apple cake Skills Shown: Building on practical skills from year 7 & 8 and including more challenge. Assessment Assessment will take place through both formal and summative assessment task. Multiple choice quizzes, homework tasks as well as a written piece of work and a practical assessment. |
| In Graphics: | Learners will be experimenting with a range of different hand based and digital design techniques. This will give learners an insight to the different materials and media they will use going forward in graphics. Learners are designing for a brief which is linked with an exhibition. Learners will develop a basic understanding of working in the style of a designer. All of the learners work will be presented at the end of the rotation. Learners will design by hand but also develop their designs using computer aided software such as Photoshop. They will understand the importance of using software and how this is used in industry.
Skills shown: Use colour to show how it is applied effectively Developing pattern skills through the use of zentangle design Use a range of Typography techniques and images to create a logo design Develop a range of layout skills to present a high quality product Demonstrate logo development and be able to show an understanding of proportion/form Use computer aided design programmes (Photoshop) to develop design ideas Develop skills in printmaking through mono printing. Assessment Learners will be assessed through formative and summative assessment. Quizzes, homework and the final graphic design piece will all be assessed. |
Learners will be focussing on the importance of branding and need to brand their own event. They will be designing for a brief which is aimed at a range of target audiences. Learners are given the independence to choose the event they are promoting to meet a design brief and work as a group to come up with creative ideas. Learners will experiment with a range of different techniques to help them decide which they will use in their final graphic design. End products will result in posters, flyers, merchandise, uniform design, tickets, business cards etc. Learners will also create a motion graphics to advertise the event.Skills shown: Use colour to influence a specific target audience Assessment Learners will be assessed through formative and summative assessment. Quizzes, homework and the final graphic design piece will all be assessed. |
Learners will look at existing designs and re design these using the knowledge and skills they have developed over the past two years. They will need to be re – designing a form of advertising such as a music album cover, poster to promote a movie or a magazine cover. They are given the choice of designing by hand, using a digital software and a range of printing techniques such as stencilling and mono printing. Learners choose which theme they would like to design for and cover a range of techniques. Learners will research and work in the style of designers to influence their graphic design. Learners will then develop their designs to sublimate onto a t shirt.
Skills shown: Describe and demonstrate rendering skills showing how this is applied to a design for a specific target audience Explain and demonstrate typography development skills Image development Designer research development Develop higher level skills using Photoshop Develop and explain printmaking techniques Use a range of primary and secondary research to influence the final design Present their final design through presentation Assessment Learners will be assessed through formative and summative assessment. Quizzes, homework and the final graphic design piece will all be assessed. |
| In Design Technology: | 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. 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 formers help when manufacturing a product. Learner will use a range of different hand tools to cut, shape and finish a range of materials. Learners will understand the need to finish. 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 Learners will be assessed every week through quizzes that will be set for homework’s. The quizzes will be retrieval on knowledge discussed in lessons. Final assessment for the carousel will be skills based on the quality of their final product and suitability to the chosen target audience. Equipment they will use: Coping saw Tenon saw Steel rule Hand file Understand 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. |
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.
Assessment Learners will be assessed every week through quizzes that will be set for homework’s. The quizzes will be retrieval on knowledge discussed in lessons. Final assessment for the carousel will be skills based on the quality of their final product and suitability to the chosen target audience. 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) |
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.
Assessment Learners will be assessed every week through quizzes that will be set for homeworks. The quizzes will be retrieval on knowledge discussed in lessons. Final assessment for the carousel will be skills based on the quality of their final product and suitability to the chosen target audience. Equipment they will use: Templates Steel rule Engineering drawings Coping 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) |
| 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 10. Therefore the main focus of year 10 will be to prepare for the exam and develop practical skills. Learners can be given the opportunity to resit this exam at the end of year 11. The second unit is a coursework based unit and will be started in year 11. In this unit learners will have to propose 4 dishes and make two. They will research nutrients, cooking methods and choose dishes based on a chosen 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 other week in Hospitality and Catering and will focus on exam content 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. 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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Classwork on comparing nutritional needs of specific groups and explaining the characteristics of unsatisfactory nutritional intake.
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. |
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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. An example of the practical dishes made this term are:
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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 for onscreen exam resit. | |
| 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. An example of the practical dishes made this term are::
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Classwork will focus on revision for onscreen exam resit. | |
| Summer Term 2: | Unit 1 – The Hospitality and Catering Industry – onscreen Exam
Mock Practical Assessment |
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/ |
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 – Graphics The Graphics course is broken into two areas. Component 1 which is a coursework portfolio worth 96 marks, 60% of the qualification. Every learner will create a classroom based portfolio that shows clear attention to the four assessment objectives. It will include a main project evidencing the journey from initial thoughts and ideas to the development and final product, as well as a selection of further work undertaken during the learner’s course of study. The second component 2 is the externally set assignment exam also worth 96 marks, 40% of the qualification. Learners will have a preparatory period from January (in year 11) followed by 10 hours of supervised time. This course is assessed internally as well as externally. |
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| Content: | Year 10: | Year 11: | |
| Autumn Term 1: | Skills based workshops:
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Component 1 – Coursework start of second major project. Learners are given a choice of briefs to focus on.
This is in preparation for the exam. Primary and secondary research and development of ideas are gathered to help influence the learners design work. |
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| Autumn Term 2: | Using skills developed from term 1:
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Development and experimentation of ideas.
5 hour practical Mock exam Final piece presented- Deadline for Major project |
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| Spring Term 1: | Component 1 – Coursework
Primary and secondary research and development of ideas are gathered. |
Component 2 Externally Set Assignment
Primary and secondary research and development of ideas are gathered. |
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| Spring Term 2: | Component 1 – Coursework Development and experimentation of ideas. Final piece presented- Deadline for Major project |
Component 2 Externally Set Assignment
Development and experimentation of ideas. Final piece presented – Deadline for Major project 10 hour practical exam |
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| Summer Term 1: | Enterprise mini project – Learners are graphic designers and have been approached to design graphics for a business.
They either design for a wedding/charity/birthday company, retail, restaurant. Learners use a list of criteria to complete the mini project:
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Developing and improving component 1 | |
| Summer Term 2: | Enterprise mini project continues | External exam series | |
| Useful Links and apps for GCSE Course:
Snap Seed – free |
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 The Engineering Design. In this unit learners will complete a product analysis and redesign the product for a specific target audience. Unit 2 is Producing Engineering Product. In this unit learners will learn a range of different skills from hand tools and machines to make an Engineered product. 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 and element of maths questions. The exam will be sat in summer term one. If learners do not achieve their target grade they will sit the exam in 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 lessons
Unit 3 Revision will be covered in all single lessons for the learners who did not achieve their target grade in year 10 |
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| Autumn Term 2: | The continuation of Unit 3
Continuation of Unit 1. |
Unit 2 Will be covered in all single lessons
Unit 3 Revision will be covered in all single lessons for the learners who did not achieve their target grade in year 10 |
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| Spring Term 1: | The continuation of Unit 3
Continuation of Unit 1. |
Unit 2 Will be covered in all single lessons
Unit 3 Revision will be covered in all single lessons for the learners who did not achieve their target grade in year 10 |
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| Spring Term 2: | The continuation of Unit 3
Continuation 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 |
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| Summer Term 1: | Unit 3: Solving Engineering Problems: External Written Paper
Unit 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 Paper
External exam series |
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| Summer Term 2: | Unit 2 Will be covered in all single and double lessons. | External exam series | |
| 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 – Constructing The Built Environment This is a vocational subject and split into 3 units. Vocational subjects are general qualifications that develop practical skills and knowledge. Unit 1 – Safety and security in construction (60 mins exam worth a total of 60 marks) Unit 2 – Developing construction projects (Coursework) Unit 3 – Planning construction projects (120 mins exam worth a total of 60 marks)Unit 1 & 3 will be theory lessons that will lead up to 2 exams. Unit 1 exam will be taken at the end of year 10 and Unit 3 exam will be taken near the end of year 11 both exams can be retaken and the highest mark from each exam will count towards the overall grade. Unit 1 – Safety and security in construction (60 mins exam worth a total of 60 marks) In this unit learners will gain knowledge in Health and safety covering such topics as Working at height regulation, COSHH, RIDDOR and Risk assessments. Unit 2 – Developing construction projects consists of 3 key skills. They will be given a survey report that identifies defaults in a building and each learner will need to complete each task. The tasks are joinery, tilling and electrical. Unit 3 – Planning construction projects (120 mins exam worth a total of 60 marks) In this unit learners will gain knowledge in planning covering such topics as job roles, planning, costings, site management and factors that could impact on construction projects. |
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| Content: | Year 10: | Year 11: | |
| Autumn Term 1: | Unit 1 – Safety and security in construction Unit 2 – Developing construction projects (Joinery) |
Unit 3 – Planning construction projects Unit 2 – Developing construction projects (Electrical) |
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| Autumn Term 2: | Unit 1 – Safety and security in construction Unit 2 – Developing construction projects (Joinery) |
Unit 3 – Planning construction projects Unit 2 – Developing construction projects (Tiling) |
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| Spring Term 1: | Unit 1 – Safety and security in construction Unit 2 – Developing construction projects (Joinery) |
Unit 3 – Planning construction projects Unit 2 – Developing construction projects (Tiling) |
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| Spring Term 2: | Unit 1 – Safety and security in construction Unit 2 – Developing construction projects (Electrical) |
Unit 3 – Planning construction projects Unit 2 – Developing construction projects (Tiling) |
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| Summer Term 1: | Unit 1 – Safety and security in construction Unit 2 – Developing construction projects (Electrical) |
Unit 3 – Planning construction projects Unit 2 – Developing construction projects (Tiling) |
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| Summer Term 2: | Unit 1 – Safety and security in construction Unit 2 – Developing construction projects (Electrical) |
Unit 3 – Planning construction projects Unit 2 – Developing construction projects(Tiling) |
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| Useful Links for GCSE Course:
https://www.eduqas.co.uk/qualifications/constructing-the-built-environment-level-1-2/ |
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. |
