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Design Technology/Food Tech
“Don't let anyone rob you of your imagination, your creativity, or your curiosity. It's your place in the world; it's your life. Go on and do all you can with it, and make it the life you want to live.”
Mae Jemison, first African American woman astronaut in space
Design and Technology enables young people as consumers to consider the wider implications of design within the constraints of living in a modern industrial society.
Staff
Mrs S Anderson (Subject Leader)
Mrs Joanna Woolley
Miss C Nunn
Vision
To equip pupils with skills for life and develop confident, discerning, informed, calculated risk takers who will become the influencers and wealth creators of the future.
Intent
When planning our curriculum, we consider the balance between the creative and substantive knowledge pupils require to achieve success in the subject and then carefully consider the key skills and sequences required to apply this knowledge in the production of meaningful, high quality products.
Design and Technology is a practical and valuable subject. It enables young people to actively contribute to the creativity, culture, wealth and well-being of themselves, their community and their nation. It develops pupils’ understanding and application of the iterative design processes, how to take risks and so become more resourceful, innovative, enterprising and capable. It is the application of knowledge, critical thinking and key skills developed not only through the STEM based subjects but also the wider world of knowledge. It gives pupils skills for life and aims to create a sense of sharing and cooperation, in a creative and constructive environment.
Key Stage 3: During KS3 pupils will follow a path that starts with building on existing knowledge and leads to the development of new skills, knowledge and confidence. In year 7 and 8 pupils will: gain and apply basic practical skills; understand key theoretical design principles and the iterative design process; use and apply CAD/CAM; learn how to work safely in a food preparation area and workshop environment; learn about the impact on the environment and society of materials, ingredients and processes used to create products; and develop their knowledge and understanding of ingredients and healthy eating.
In year 9 pupils will further build on their skills and knowledge gained in years 7 and 8 and will now apply them to creating high quality products for a specific need or user. This encourages and promotes a more independent learning style. The projects are designed to build on prior knowledge giving pupils the chance to apply skills from previous projects whilst developing new skills. Each student will complete a minimum of three projects per year.
The aim of the curriculum is to develop young people who are confident in applying: creativity; problem solving techniques; have a good understanding of the current situation regarding nutrition and environmental issues; and are discerning consumers of the future but have the skills and knowledge to make informed decisions.
Key Stage 4: In KS4 the subject splits into two distinctive GCSE courses. The aim is to prepare pupils to apply existing skills confidently whilst developing an enquiring and independent mind-set in seeking out and applying new and more technically challenging knowledge.
GCSE Food Preparation and Nutrition: Pupils cover a wide range of topics and technical knowledge including 6 commodities taught over year 10, 1 commodity per term. These include: fruit and vegetables; milk, cheese and yoghurt: meat, poultry, fish and eggs; beans, nuts and seeds; soya, tofu and mycroprotein. For each commodity the following is covered through theory and practical work: provenance—how commodity is grown/reared/processed; classification e.g. difference between fruits & veg, white and oily fish; nutritional values; dietary considerations; food science; food Hygiene and Safety; Storage. During the year, pupils develop the skills required for the NEA element by a series of mini NEA projects and investigations based on the commodities.
Year 11 pupils focus on the final NEA coursework element of the GCSE. This consists of 2 parts: A Food Investigation NEA, focusing on the working characteristics, chemical and functional properties of ingredients and a Food in Action NEA, where pupils plan, prepare and present 3 dishes to suit a given brief. The year will also include development of theoretical knowledge in preparation for the final written examination.
GCSE Product Design: Product Design brings together the real world of product development. Pupils will develop skills, knowledge and confidence in the application of technical theory and will develop an understanding of user needs and environmental impact.
In Year 10 pupils will study in depth the work of popular designers and the 20th Centuries design movements. They will develop new skills in graphical presentation, including rendering, CAD and model making, and these will be linked to a range of projects that stretch the pupils understanding and confidence. The theoretical element of the course will cover a mixture of subject specific information and the application of cross-curricular skills and knowledge from subjects such as Science and Mathematics. The practical aspects of the course will cover a mixture of traditional and modern manufacturing processes including CAD/CAM, 3D printing and traditional craft skills.
Year 11 pupils focus on the final NEA coursework element of the GCSE. This assesses their theoretical understanding and practical skills in the design and manufacture of product, fitted to one of 3 topics set by the examination board. The year will also include development of theoretical knowledge in preparation for the final written examination.
Key Stage 5: A Level Product Design. Pupils learn about contemporary technologies, materials and processes, as well as established practices. The course places great emphasis on understanding and applying iterative design processes. Pupils will use their creativity and imagination to design and make prototypes that solve real and relevant problems, considering their own and others’ needs, wants and values.
Product Design skills and the ability to visualise new ideas can be useful in many job families such as: marketing, sales and advertising; arts, crafts and design; broadcast media and performing arts; journalism and publishing; construction, as well as engineering and manufacturing. The aim of the course is to develop confident creatives who experience the full range of skills required to succeed in either an educational or employment route after school. The skills developed and applied include: technical ability, problem solving, organisation, communication, creativity and team work. Pupils will focus on core technical, designing and making principles, in the context of product design. They will develop additional specialist knowledge in relation to their chosen area, preparing them for progression into either higher education or careers in this sector. This is done through a range of both focused and student generated projects. The course builds on prior learning such as CAD/CAM and graphical communication but takes pupils into areas that are new and challenging. Pupils will study the work of designers and design movements whilst developing independent study skills, including responsibility for their own time-management on projects. This course will include set-design challenges and time-pressured projects such as the 5 in 5 project. The outcome for the year will be a portfolio that can be used for interviews and University visits.
“Don't let anyone rob you of your imagination, your creativity, or your curiosity. It's your place in the world; it's your life. Go on and do all you can with it, and make it the life you want to live.”
Mae Jemison, first African American woman astronaut in space
Design and Technology enables young people as consumers to consider the wider implications of design within the constraints of living in a modern industrial society.
Staff
Mrs S Anderson (Subject Leader)
Mrs Joanna Woolley
Miss C Nunn
Vision
To equip pupils with skills for life and develop confident, discerning, informed, calculated risk takers who will become the influencers and wealth creators of the future.
Intent
When planning our curriculum, we consider the balance between the creative and substantive knowledge pupils require to achieve success in the subject and then carefully consider the key skills and sequences required to apply this knowledge in the production of meaningful, high quality products.
Design and Technology is a practical and valuable subject. It enables young people to actively contribute to the creativity, culture, wealth and well-being of themselves, their community and their nation. It develops pupils’ understanding and application of the iterative design processes, how to take risks and so become more resourceful, innovative, enterprising and capable. It is the application of knowledge, critical thinking and key skills developed not only through the STEM based subjects but also the wider world of knowledge. It gives pupils skills for life and aims to create a sense of sharing and cooperation, in a creative and constructive environment.
Key Stage 3: During KS3 pupils will follow a path that starts with building on existing knowledge and leads to the development of new skills, knowledge and confidence. In year 7 and 8 pupils will: gain and apply basic practical skills; understand key theoretical design principles and the iterative design process; use and apply CAD/CAM; learn how to work safely in a food preparation area and workshop environment; learn about the impact on the environment and society of materials, ingredients and processes used to create products; and develop their knowledge and understanding of ingredients and healthy eating.
In year 9 pupils will further build on their skills and knowledge gained in years 7 and 8 and will now apply them to creating high quality products for a specific need or user. This encourages and promotes a more independent learning style. The projects are designed to build on prior knowledge giving pupils the chance to apply skills from previous projects whilst developing new skills. Each student will complete a minimum of three projects per year.
The aim of the curriculum is to develop young people who are confident in applying: creativity; problem solving techniques; have a good understanding of the current situation regarding nutrition and environmental issues; and are discerning consumers of the future but have the skills and knowledge to make informed decisions.
Key Stage 4: In KS4 the subject splits into two distinctive GCSE courses. The aim is to prepare pupils to apply existing skills confidently whilst developing an enquiring and independent mind-set in seeking out and applying new and more technically challenging knowledge.
GCSE Food Preparation and Nutrition: Pupils cover a wide range of topics and technical knowledge including 6 commodities taught over year 10, 1 commodity per term. These include: fruit and vegetables; milk, cheese and yoghurt: meat, poultry, fish and eggs; beans, nuts and seeds; soya, tofu and mycroprotein. For each commodity the following is covered through theory and practical work: provenance—how commodity is grown/reared/processed; classification e.g. difference between fruits & veg, white and oily fish; nutritional values; dietary considerations; food science; food Hygiene and Safety; Storage. During the year, pupils develop the skills required for the NEA element by a series of mini NEA projects and investigations based on the commodities.
Year 11 pupils focus on the final NEA coursework element of the GCSE. This consists of 2 parts: A Food Investigation NEA, focusing on the working characteristics, chemical and functional properties of ingredients and a Food in Action NEA, where pupils plan, prepare and present 3 dishes to suit a given brief. The year will also include development of theoretical knowledge in preparation for the final written examination.
GCSE Product Design: Product Design brings together the real world of product development. Pupils will develop skills, knowledge and confidence in the application of technical theory and will develop an understanding of user needs and environmental impact.
In Year 10 pupils will study in depth the work of popular designers and the 20th Centuries design movements. They will develop new skills in graphical presentation, including rendering, CAD and model making, and these will be linked to a range of projects that stretch the pupils understanding and confidence. The theoretical element of the course will cover a mixture of subject specific information and the application of cross-curricular skills and knowledge from subjects such as Science and Mathematics. The practical aspects of the course will cover a mixture of traditional and modern manufacturing processes including CAD/CAM, 3D printing and traditional craft skills.
Year 11 pupils focus on the final NEA coursework element of the GCSE. This assesses their theoretical understanding and practical skills in the design and manufacture of product, fitted to one of 3 topics set by the examination board. The year will also include development of theoretical knowledge in preparation for the final written examination.
Key Stage 5: A Level Product Design. Pupils learn about contemporary technologies, materials and processes, as well as established practices. The course places great emphasis on understanding and applying iterative design processes. Pupils will use their creativity and imagination to design and make prototypes that solve real and relevant problems, considering their own and others’ needs, wants and values.
Product Design skills and the ability to visualise new ideas can be useful in many job families such as: marketing, sales and advertising; arts, crafts and design; broadcast media and performing arts; journalism and publishing; construction, as well as engineering and manufacturing. The aim of the course is to develop confident creatives who experience the full range of skills required to succeed in either an educational or employment route after school. The skills developed and applied include: technical ability, problem solving, organisation, communication, creativity and team work. Pupils will focus on core technical, designing and making principles, in the context of product design. They will develop additional specialist knowledge in relation to their chosen area, preparing them for progression into either higher education or careers in this sector. This is done through a range of both focused and student generated projects. The course builds on prior learning such as CAD/CAM and graphical communication but takes pupils into areas that are new and challenging. Pupils will study the work of designers and design movements whilst developing independent study skills, including responsibility for their own time-management on projects. This course will include set-design challenges and time-pressured projects such as the 5 in 5 project. The outcome for the year will be a portfolio that can be used for interviews and University visits.
