| Subject: | Technology |
| Members of staff: | Mrs J Kulandhaisamy – Department Leader Mr S Conlin – Teacher Mrs A Andrews – Teacher Miss S Fairbairn – Teacher Miss L Johnston – Teacher Mrs L Dixon- Hospitality & Catering Technician Mr P Maddison – DT Technician (part time) |
| 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 Health & Safety and Food Hygiene, looking at what bacteria needs to grow.
They develop a range of basic skills and make a range of food products. These include:
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Learners continue to develop food safety and Hygiene skills and look at different contaminants. They also look at special diets.
The practical dishes made in year 8 are:
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Learners continue to develop food safety and research different food poisoning bacteria and food hygiene in more depth.
The practical dishes made in year 9 are:
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| In Graphics: | Learners create their own Italian themed restaurant. They will design and make their own logo, packaging for a pizza box as well as make their own pizza. They will also use software such as Inkscape and Google Sketch Up to design and develop a restaurant. | Learners design and make a travel board game based on a theme of their choice. They will develop their design and creativity skills; learn more about the impact that branding and advertising have in the commercial market. They will need to make all the components for the board game such as, the board, box, counters and instructions. Learners will use computer software such as Inkscape and 2D Design. | Learners design their own sweet shop enterprise. They will use Photoshop software to design the main graphics for the company such as a logo, price list, and promotional merchandise. They will have use of the Sublimation printer to print onto fabric, this enables them to print their own uniform design as well as make a sample of sweets they would sell in their shop. |
| In Design Technology: | Learners design and make a Phone holder and a headphone wrap to then be packaged. They will be introduced to using hand tools, formers, jigs, production methods, machinery and CAD/ CAM software to create their final product. | Learners design and make a prototype night light based on a company design brief. This will be a build on skills from year 7 in using different hand tools, templates, machinery and CAD/CAM software such as 2D design and Google sketch up. Basic electronics will also be introduced in year 8. Building on skills and knowledge gained in year 7. | Learners design and make their own sweet dispenser. (Links with the graphics project) This builds and develops skills in the workshop using the hand tools and machinery as well as showing an understanding of technical drawings, templates, jigs and a mix of different materials. Building on skills and knowledge gained in previous years. |
| 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:Â Â
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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| Key Stage 4 – Design Technology The Design and Technology course is broken into two units. Component 1: Design and Technology in the 21st Century which is a written examination and is equal to 50% of the qualification. Therefore the main focus of all single lessons will be to develop a range of skills that prepare learners for the exam at the end of year 11. Learners will also develop a range of practical skills throughout year 10 which will help them design and manufacture their own product in year 11. The second unit is a coursework based unit and will be started at the end of year 10. Learners are given 3 design problems which they have to research and find solutions to these problems. Learners will then develop one of the design problems and design solution to then go onto develop and make it. Learners will then evaluate their final design. |
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| Content: | Year 10: | Year 11: | |
| Autumn Term 1: | All single lessons will focus on Component 1.
The double lesson will be mainly practical. Learners will be completing a range of mini tasks that will develop existing skills, knowledge of materials properties and different skills with hand tools and CAD/CAM. |
All single lessons will focus on Component 1.
The double lesson will be mainly practical. Learners research the 3 design problems from which to develop a design idea that they will make and evaluate. |
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| Autumn Term 2: | All single lessons will focus on Component 1.
The double lesson will be mainly practical. Learners will be completing a range of mini tasks that will develop existing skills, knowledge of materials properties and different skills with hand tools and CAD/CAM. |
All single lessons will focus on Component 1.
The double lesson will be mainly practical. Learners research the 3 design problems from which to develop a design idea that they will make and evaluate. |
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| Spring Term 1: | All single lessons will focus on Component 1.
The double lesson will be mainly practical. Learners will be completing a range of mini tasks that will develop existing skills, knowledge of materials properties and different skills with hand tools and CAD/CAM. |
All single lessons will focus on Component 1.
The double lesson will be mainly practical. Learners will be making their final chosen design. |
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| Spring Term 2: | All single lessons will focus on Component 1.
The double lesson will be mainly practical. Learners will be completing a range of mini tasks that will develop existing skills, knowledge of materials properties and different skills with hand tools and CAD/CAM. |
All single lessons will focus on Component 1.
The double lesson will be mainly practical. Learners will be making their final chosen design and evaluate it. |
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| Summer Term 1: | All single lessons will focus on Component 1.
The double lesson will be mainly practical. Learners will be completing a range of mini tasks that will develop existing skills, knowledge of materials properties and different skills with hand tools and CAD/CAM. |
External exam series | |
| Summer Term 2: | Introduction into the Contextual Challenge. Learners are given 3 design problems from which to develop a design idea that they will make and evaluate. | 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 – 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 Â
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 – Construction in 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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