Technology

Technology

Technology

Key Stage 3
Yr7 Assessment
Yr8 Assessment
Key Stage 4
Yr11 Assessment
Key Stage 5

Key Stage 3

Design Technology

Year 7
In Year 7 Design and Technology, the students’ learning focuses on the ability to work to close tolerances in the construction of a model rocket. To be able to use new machinery and CAD software to assist with this process.

Theoretically the students focus on –

  • Generating ideas and being able to analyse the strengths and weaknesses within their concept.
  • Developing a single idea through self and peer analysis, against their chosen criteria.
  • They gain an understanding of how to use Computer Aided Design software and link this with computer aided manufacture to create accurate components for their rocket.
  • They learn about different types of plastics and industrial processes which they use in the workshop to make some of the components for their rocket. They have to understand quality control and accuracy of production.

Practically, students make the following –

  • A fully functioning model rocket which holds a motor which when launched reaches 1000 feet.

Year 8

In year 8 Design and Technology, the students’ learning focuses on working with metals initially. They learn how to shape, braze and spot weld mild steel in the construction of two products. They look at producing products suited for a particular target audience where they model and develop solutions to meet this.

Theoretically, students make the following –

  • Generate ideas based on a theme using a mood board as a source of inspiration, analyse the strengths within the design and model these to develop a final solution.
  • Use CAD software to laser cut design solutions.
  • They use a wide variety of tools and machinery to make 3 different products. They learn about different materials and how to join these to form a finished product. They learn how to prepare and use different finishes to protect and add aesthetic improvements to the final solution.

Practically, students make the following –

  • A metal monster made from mild steel joined together using brazing rod, the monster sits on a softwood plinth.
  • A bedside light, powered by a low voltage LED this light is made from 1mm mild steel sheet formed around a wooden structure and has a dowel joined base with electronics housed within it.
  • An animal inspired money box, made from manufactured board with laser cut images fastened to the sides for decoration.

 

Year 9
Students will have opted for this subject embarking on a three year path culminating in a research led folder and producing a GCSE final product, both of these being produced in year 11. Prior to year 11 In Years 9 and 10 Design and Technology, the students learning focus on their ability to work to close tolerances in the construction of a variety of different products. The emphasis is on the students becoming independent analysts and problem solvers. To be creative in their design work with an understanding of 3 dimensional designing, developing ideas, modelling ideas and adapting accordingly, use of CAD software, 2D design and solidworks, use of CAM, laser cutters, vinyl cutters and plasma cutter. The safe use of power tools and processes to produce products with accuracy.

Theoretically the students focus on-

  • Generating ideas and being able to analyse the strengths and weaknesses within their concept.
  • Develop a single idea through modelling and analysis.
  • They gain an understanding of how to use a Computer Aided Design software which provides a virtual image of their design. They then develop this further to improve any problems which need addressing.
  • They learn about different types of woods, metals and plastics and associated tools which are required in the construction of a variety of products made over the three years. They have to understand quality control and accuracy of production.
  • To become independent problem finders and solvers.

 

Food and Nutrition

Year 7

In Year 7 Food and Nutrition, the students learning focuses on theory work and practical skills using a variety of learning techniques including group work, interactive learning and independent work.

Theoretically, students focus on –

  • Food Safety and Hygiene
  • Knife skills
  • Learning to use equipment
  • Sensory analysis of a food product
  • Planning practical lessons
  • Evaluating practical dishes
  • Functions of basic ingredients
  • Special diets

Practically, students make the following dishes –

  • Fruit Salad, Coleslaw, Flapjack, Pizza Toast, Fairy Cakes, Soup, Stir-fry, Rock cakes, Fish goujons, Thai curry and Apple Crumble.

Year 8

In Year 8 Food and Nutrition, the students learning focuses on both theory work and practical skills using a variety of learning techniques including group work, interactive learning and independent work.

Theoretically, students focus on:

  • Furthering their knife skills, learning specific cuts and techniques
  • The science behind cooking
  • The Eatwell Guide – food groups/nutrition
  • Sensory analysis of a food product
  • Planning practical lessons
  • Evaluating practical dishes
  • Research techniques

Practically, students make some of the following dishes:

  • Macaroni cheese, Spaghetti Bolognese, Scone, Apple cake, brownies, Cheese straws, Bread, Scones, Pizza pinwheels, Sweet and sour chicken, Carbonara, Fruit cobbler, Fishcakes, Chicken goujons and Fajitas.

 

Yr8 Assessment

Yr8 Design Technology – Learner Descriptors:

DT – Year 8 Learner Stage overview

 

Yr8 Food Technology – Learner Descriptors:

Food – Yr8 – Becket learner descriptions 1st Term

 

Key Stage 4

GCSE (Exam Board: AQA)

Design Technology

What do students study in lessons?
Students are involved in short “design and make” activities in year 10. These help you with learning more about wood, metal and plastics. Students select a theme and context for a product and gather information before going on to make products of their choice in year 11.

Assessment
60% of the GCSE consists of one main “design and make” project. This unit contains research, 2D and 3D modelling, development of the final product and a final evaluation. The remaining 40% is assessed in one exam paper. This is made up of two sections, one is where they have to respond to a design brief and a theme known to them prior to the exam and produce 4 designs. Section B is theory based.

Food Preparation and Nutrition

Year 9
In Year 9 Food Preparation and Nutrition, the students learning focuses on both theory work and practical skills, using a variety of learning techniques including group work, interactive learning and independent work.

Theoretically, students focus on:

  • Nutrition/Special Diets/Eatwell Guide
  • Cookery techniques
  • Planning and evaluating your dishes
  • Food groups
  • Food safety and hygiene
  • Food science

Practically, students make the following skilled, complex dishes:

Spring rolls, tagine, chow mein, soup, shepherds pie, chilli, ravioli, lasagna, sausage rolls, chicken pie, lemon tart, eclairs, jam, Victoria sandwich, curry, kebabs, fish pie, pancakes, toad in the hole, calzone and hot cross buns.

Year 10

Year 10 Food Preparation and Nutrition, the students learning focuses on both theory work and practical skills, using a variety of learning techniques including group work, interactive learning and independent work, building on the work learnt in year 10.

Theoretically, students focus on:

  • Nutrition/Special Diets/Eat well Guide
  • Cookery techniques – jointing chicken, filleting fish
  • Planning and evaluating your dishes to NEA 1 or 2 requirements in preparation for year 11
  • Food groups/commodities
  • Food safety and hygiene – building on prior knowledge gained
  • Food science experiments – sauces/raising agents/emulsions etc

Practically, students make the following skilled, complex dishes:

Soup, pineapple upside down cake, panna cotta, butter/yoghurt, quiche, pasta, focaccia, schnitzel/kiev, meatballs, roulade, honeycomb. Students will also independently select and make a number of dishes based on a brief.

Year 11

Year 11 Food Preparation and Nutrition, students will utilise their prior knowledge from Years 9/10 to complete their non-exam assessments this year, this includes theory and practical work throughout –

  • Non Exam Assessment 1 – 15% of GCSE – food science experiment (September-November)
  • Non Exam Assessment 2 – 35% of GCSE – Plan, prepare and make a 3 course meal according to a specific brief provided by the exam board (November-February)
  • Written Exam – worth 50% of GCSE (Revision takes place from February-May)

Yr11 Assessment

Please click the link below to access the DT Personal Learner Checklist:

Personal Learner Checklist – DT

 

Please click the link below to access the Food Personal Learner Checklist:

Personal Learner Checklist – Food Tech

 

Key Stage 5

AS and A2 (Exam Board: OCR)

Design Technology

What do students study in lessons?

Y12. The Product Study (AS coursework worth 50%)

The product study constitutes the practical coursework element of the AS level in year 12. Students will respond to a context set by OCR and for the student to interpret it as they see fit. Identifying a suitable product to re-develop or repurpose a product to meet the chosen context. After selecting an existing product they will explore, create and evaluate against other similar products before drawing up their own brief and specification to improve the product in some way. Students will not be expected to completely remake the product in terms of a working prototype but they will be expected to model their ideas and carry out tests to determine the success of their proposals. The final submission will consist of a folder of 12 to 18 A3 sheets of analysis and design and any models which may have been made. This work is assessed in school and externally moderated by OCR.

Y13. The Major Design Project (A level coursework worth 50%)

The major design project is intended to occupy approximately 45 hours of contact time but students should be aware that this will need to be supplemented by a considerable amount of private study calling for a high degree of self-discipline, organisation and motivation. The major project allows students considerable freedom to identify and select a design problem in an area which will both interest and motivate them as well as allowing them to develop new skills with materials and processes. Projects undertaken in the past have included: Design Workstation; VW wardrobe; Ferrari showroom seating; High street fashion storage and display; Cycle Repair Stand; Outdoor Furniture; Rocking Horse for Children with Cerebral Palsy; Hi-fi Speakers; Portable Easel. The major project is internally assessed and then moderated by OCR.

Beyond the Classroom

In addition to the usual classroom/workshop activities the department will, occasionally, arrange for students to visit industry to see how some industrial processes are carried out. There have also been trips to the Design Museum at Butler’s Wharf in Docklands, London.

Higher Education and Careers

Design and Technology is an excellent A-level for anyone considering a career in the field of design. Coupled with Mathematics and/or Physics it is an ideal combination for those design courses with a bias towards engineering such as Industrial Design, civil engineering or Automotive Design. Coupled with Art and Design it will equip students for the more aesthetically biased courses such as Consumer Product Design, graphic and Packaging Design. There is of course a national shortage of Engineers and Designers. Students considering this option as a career would find this course essential.

 

AS/A Design & Technology: Product Design OCR Specification

Units for AS Level (Y12):

Product Study. Coursework (50%).

Examination. Principles of Product Design. (50%)

Questions that are focussed around a context or existing product. Students required to design and answer questions.

Units for A Level (Y13):

Major Design Project. Coursework (50%).

Examination.

There are two written examinations at the end of year 13.

Technical principles – 25%

Design/written paper – 25%

 

For further information please contact

Mr R Fowler, Leader of Learning, Design and Technology