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.
In studying Hospitality and Catering, learners will develop their knowledge and understanding of nutrition, healthy eating, food preparation, hygiene, cooking techniques, and sensory characteristics. They will also develop practical making skills and learn about the function of key ingredients.

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 Engineering – Exam board Eduqas

Level 2 Construction in the Built Environment Eduqas
GCSE Graphics – Exam board AQA

GCSE Design Technology – Exam Board Eduqas

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
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
Tear and share bread
Chilli con carne
Mac and cheese
Chicken Goujons and potato wedges
Swiss roll
Spaghetti Bolognese
Apple crumble
Cheese scones

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 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
Cinnamon buns
Cheese and onion triangles
Quiche
Flapjack
Brownies
Carbonara
Spaghetti Bolognese (homemade pasta)
Chicken Curry and rice
Apple pie

Skills Shown:

Building on practical skills from year 7 and including more challenge.
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 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
Fish cakes
Frittata
Burgers
Spring rolls
Pancakes
Sweet and sour chicken
Chicken Kiev and wedges
Lasagne
Tea cake challenge

Skills Shown:

Building on practical skills from year 7 & 8 and including more challenge.
Health and Safety
Food Safety
Weighing and measuring
Knife skills
Portion control
Using fresh ingredients
High level sauces.
Making Pasta and layering
Using the hob and oven safely
Using a range of cooking methods (melting/whisking/rubbing in/kneading).

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
Develop knowledge of typography by creating individual designs
Research skills
Demonstrating digital design skills through the use of Photoshop
Explore sublimation printing
Explore motion graphics to advertise the chosen event
Understand the difference between primary and secondary research

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.
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:

  • Bread
  • Chelsea buns
  • Chilli rice and Garlic bread
  • Curry rice and naan
  • Burgers and buns
  • Vieneese whirls.
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.

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:

  • Bakewell Tart
  • Viennese Whirls
  • Quiche and homemade mayonnaise
  • Chicken pie with shortcrust pastry
  • Apple pie with custard
  • Profiteroles and eclairs
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.

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:

  • Spaghetti Bolognese with homemade pasta and a parmesan crisp
  • Lasagne
  • Ravioli and tomato sauce
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.

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:

  • Chocolate mousse
  • Swiss roll filled with the chocolate mousse
  • Lemon meringue pie
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::

  • Chicken roulade and dauphinoise potatoes
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/
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?

  • Encourage attendance to at least one intervention per week.
  • Contact staff if there are any concerns or for updates on progress.
  • Encourage your child to develop skills in this subject area outside the classroom.
Extra-Curricular Activities:

  • Coursework and exam intervention
  • Develop practical skills intervention
Useful Links for GCSE Course:

https://www.technologystudent.com/

How can parents support their child’s progress in this subject?

  • Encourage attendance to at least one intervention per week.
  • Contact staff if there are any concerns or for updates on progress.
  • Encourage your child to develop skills in this subject area outside the classroom.
Extra-Curricular Activities:

  • Coursework and exam intervention
  • Develop practical skills intervention
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.
Content: Year 10: Year 11:
Autumn Term 1: Skills based workshops:

  • Typography
  • Photoshop
  • 2D Design
  • Colour theory
  • Zentangle
  • Designer research
  • Photography
  • Printing and layering techniques
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.

Autumn Term 2: Using skills developed from term 1:

  • Magazine article project
  • Lettering grid project
  • Repeated patterns
Development and experimentation of ideas.

5 hour practical Mock exam

Final piece presented- Deadline for Major project

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.

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

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:

  • Logo
  • Business cards
  • Vouchers
  • Tickets
  • Invites
  • Menu
  • Merchandise
  • Website
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
Photoshop Express- free
PhotoPea – free
https://nationalcareers.service.gov.uk/

How can parents support their child’s progress in this subject?

  • Encourage attendance to at least one intervention per week.
  • Contact staff if there are any concerns or for updates on progress.
  • Encourage your child to develop skills in this subject area outside the classroom.
Extra-Curricular Activities:

  • Coursework and exam intervention
  • Develop practical skills intervention
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.
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:

  • Engineering achievements
  • Smart & modern materials
  • Maths in Engineering
  • Renewable energy sources

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

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

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

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

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

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
https://www.bbc.co.uk/bitesize
https://www.eduqas.co.uk/qualifications/engineering-level-1-2/
https://nationalcareers.service.gov.uk/

How can parents support their child’s progress in this subject?

  • Encourage attendance to at least one intervention per week.
  • Contact staff if there are any concerns or for updates on progress.
  • Encourage your child to develop skills in this subject area outside the classroom.
Extra-Curricular Activities:

  • Coursework and exam intervention
  • Develop practical skills intervention
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.
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)
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)
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)
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)
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)
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)
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?

  • Encourage attendance to at least one intervention per week.
  • Contact staff if there are any concerns or for updates on progress.
  • Encourage your child to develop skills in this subject area outside the classroom.
Extra-Curricular Activities:

  • Coursework and exam intervention
  • Develop practical skills intervention
Additional Information:

If you have a question about the Technology curriculum you can use the form below to contact the Technology deparment.