Design & Technology

Curriculum Leader: L. McConville

Design Technology Curriculum Leader: L. McConville (MCCONVILLEL@sgsce.co.uk)

 

ETHOS and AIMS: The ethos of the Design Technology department can be described as wanting students to be able to approach a diverse range of design problems with an open minded and experimental approach that underscores the concept of development being more important than outcome.  This is structured through a framework we refer to as the “design process” and can be used for projects as different as a pen holder design to a moon landing unit.

It is delivered through the use of technologies ranging from a 2H pencil to an industry standard laser cutter.  Alongside these extremes are the normal hand tools and machinery that would be expected in any department, but supported by traditional machinery such as wood and metal lathes that are often deemed outdated by other schools.  We believe that this sort of technology still has it’s worth and that more traditional skills are often the bedrock of a good technological education.

“Creativity is allowing yourself to make mistakes.  Design is knowing which ones to keep.” Scott Adams – Cartoonist

Fortnightly Lessons:

Year 7 – 3 lessons*

Year 8 – 3 lessons*

KS3 Design and Technology lessons take place over two distinct areas – Design Technology and Food and Nutrition.

*Students will rotate between these two areas in January each year.

These two areas at KS3 provide a methodology through which pupils can recognise issues, develop solutions and manufacture artefacts/products to address a specific need.

In Design Technology at KS3 learners will Develop and Explore areas in:

Year 7 and 8

(a) Design: Provides a framework within which pupils explore a Brief or recognisable task or problem that needs to be addressed with the manufacture of an object/product/outcome.

(b) Making: During the course of KS3 pupils gain confidence and competence using a range of tools and equipment to form and finish components and understand the properties of different materials. In the process pupils are expected to take on responsibility for their personal Health and Safety within the workshop/kitchen environment showing good practise using tools and equipment and recognising potential hazards effecting their working environment.

(c) Test: Completed artefacts/outcomes are assessed against the original Brief to see if they meet the needs identified. This assessment may take the form of a pupil’s self-assessment of the artefact or peer group assessment as a means of gaining understanding of the effectiveness of the design. Finally, pupils should be able identify how they may be able to develop skills further in light of understanding gained from the Design and Making processes.

Food and Nutrition at KS3 learners will Develop and Explore areas in:

Year 7

Students are introduced to a specialist food room for the first time.

Students will discuss all aspects of hygiene – personal, food and kitchen. They will discuss and demonstrate how to use, clean and store kitchen equipment, both electrical and non-electrical. Practical work demonstrates a range of skills for example weighing, chopping, oven and hob control and timing. There is a focus on teaching students to work both independently and in a team. Recipes are selected to demonstrate a range of skills, reinforcing techniques and using a variety of ingredients, so students gain a wide experience of working with food.

Year 8

Following on from skills acquired in year 7, students will focus on developing their knowledge and understanding of the subject through practical theory based tasks.

By learning to cook a range of basic meals using higher-risk ingredients such as meat and chicken students will develop excellent food hygiene, organization, teamwork and independent skills. This will then prepare students for the GCSE course in year 9.

Useful Resources:
Exploring Food and Nutrition for KS3 Yvonne Mackey and Bev Saunder

ISBN-13: 978-1510458222

Homework: Milestones are set throughout the year.

Fortnightly Lessons: 


Year 9 – 5 lessons

Year 10 – 5 lessons

Year 11 – 5 lessons

The GCSE Design and Technology offers a foundation in the principles and iterative design practices of various 21st century design and manufacture industries. The qualification offers flexibility in the approaches students use to apply knowledge and understanding of these practices and principles when designing and making prototypes that solve real and relevant problems.

Homework: Milestones are set throughout the year.

Examining board: www.ocr.org.uk

Fortnightly Lessons:


Year 9  – 5 lessons

Year 10 – 5 lessons

Year 11 – 5 lessons

KS4: 

At GCSE students do an OCR’s GCSE (9-1) in Food Preparation and Nutrition qualification. This course equips students with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating. It will encourage learners to cook and make informed decisions about a range of further learning opportunities and career pathways as well as develop life skills that enable them to feed themselves and others affordably now and in later life.

Examining board link: www.ocr.org.uk 

Homework: Milestones are set throughout the year. Learners will also be required to prepare ingredients for class lessons at home.

Examining board link: www.ocr.org.uk

Fortnightly Lessons: 


Year 9 – 5 lessons

Year 10 – 5 lessons

Year 11 – 5 lessons

The Hair course we offer is also the most practical available, giving students a real life introduction to the working practice of a salon. Much of the specification covers Health & Safety and working with clients. There are also practical elements of styling and temporary colouring. Cutting hair is not allowed within this course.  This course is 100% coursework.

Homework: Milestones are set throughout the year.

Examining board link: www.edexcel.com