Subject: Technology
Subject Overview:

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 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:  

How healthy are you?

 

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 formal and summative assessment task. Multiple choice quizzes, homework tasks as well as a written piece of work and a practical assessment.

Is Hospitality and Catering what you thought?

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:

Pizza

Flavoured soda bread

Fruit lattice tart

Cheese, tomato and bacon Quiche

Carrot 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 formal and summative assessment task. Multiple choice quizzes, 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 formal and summative assessment task. Multiple choice quizzes, homework tasks as well as a written piece of work and a practical assessment.

In Graphic Products: What is Graphics?

 

Chocolate bar project

 

Learners 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:

Summative: Learners will be assessed on their practical skills. This will focus on:

Independence

Resilience

Health and Safety 

Quality of finish 

 

Formative: Learners will also be assessed through homeworks, questioning and through classwork based tasks. 

What type of impact does Typography have on the consumer? 

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 

Photoshop

Rendering 

CAD/CAM

Health and Safety (using craft knives) 

Presentation

Assessment:

Summative: Learners will be assessed on their practical skills. This will focus on:

Independence

Resilience

Health and Safety 

Quality of finish 

Formative: Learners will also be assessed through homeworks, questioning and through classwork based tasks. 

What is brand identity?

 

Branding and advertising- Point of Sale 

 

Learners will explore the world of corporate identity and how design can have an impact on the consumer. They will follow a brief and create their own point of sale display to present a new product for an existing brand.   

 

Skills shown:

Typography 

Photoshop

Rendering 

CAD/CAM

Health and Safety (using craft knives) 

Modelling techniques

Presentation

 

Assessment:

Summative: Learners will be assessed on their practical skills. This will focus on:

Independence

Resilience

Health and Safety 

Quality of finish 

 

Formative: Learners will also be assessed through homeworks, questioning and through classwork based tasks.

In Design Technology: What impact does manufacturing and the use of a car have on your 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 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.

Assessment

Learners will be assessed every other 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.

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

Learners will be assessed every other 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.

Explain each stage of the life cycle assessment for both a plastic bag and a paper 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:

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)

Assessment

Learners will be assessed every other 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.

Extra Curricular Activities:  

KS3 Engineering club – Every Thursday 2.50pm-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. 
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 world 

-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, 

Double lessons will be skills and mini project based: 

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 content 

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 content 

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 content 

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:  

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:

Photoshop Express- free

PhotoPea – free

https://nationalcareers.service.gov.uk/

https://www.technologystudent.com/ 

https://www.bbc.co.uk/bitesize 

https://www.eduqas.co.uk/qualifications/design-and-technology-gcse/

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.