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Idsall School

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Design Technology

National Curriculum Technology covers a variety of material areas including Food, Product Design and Textiles. Although students will have studied Design Technology in Key Stage 2 they often find that working in specialist rooms a very different experience.

In Year 7, students spend at least one and a half terms on Food Technology, and practical sessions occur on a regular basis. Students are asked to bring the ingredients for this and dishes and containers suitable to take the finished product home. Aprons are provided at school. To give plenty of time for shopping, the detail of the lesson is discussed with students at least a week before the lesson and the staff encourage students to prepare the ingredients themselves as part of their homework. If parents are having difficulties helping their son/daughter to provide ingredients on a particular week, please let the teacher concerned know as soon as possible.

In Product Design, students work with a range of resistant materials including wood, metal and plastics. For Health, Safety and Hygiene reasons it is strongly recommended that students provide their own eye protection.

In Product Design and Textiles, parents are asked to contribute towards the cost of the materials used for each project made. This will be collected by the Finance Officer when the individual item has been completed.  We have found it is easier for the school to purchase the correct materials for each project - e.g. Fabric, plastic, metal or wood, rather than asking parents to provide them. At the end of the project, when the item has been assessed, the students will take their product home.  Students are also expected to arrive equipped with basic drawing equipment for all design technology lessons.

PRINTABLE VERSION OF THIS PAGE FOR 2016-17

Design & Technology at Key Stage 3

The following is an outline of the topics covered per half term. All students will follow the same programme of study, but not in the same order over the course of the year.

Year 7 Product Design

Autumn 1

Ergonomic Design CADCAM

  • In this project you will learn about the essence of design, and find out about how to design with consideration of ergonomics.
  • You will learn 2D and 3D graphical communication techniques.
  • You will learn how to use a 2D CAD program to design a product, and use a CAM machine to laser cut the product.
  • You will assemble a fully working product.

Autumn 2

Ergonomic Design CADCAM

  • Develop your skill using graphical communication techniques
  • Knowledge of CADCAM
  • Awareness of ergonomics in relation to design

Spring 1

Ergonomic Design CADCAM

  • learn how and why designers make prototypes
  • use an iterative design process

Spring 2

Workshop Skills

  • Learn about Health and Safety in the workshop
  • Learn about sustainability, in relation to timbers
  • Learn about classifications of timbers
  • Be able to measure and mark out accurately
  • Be able to cut accurately

Summer 1

Workshop skills

  • Be able to use a range of finishing techniques
  • Be able to use a pillar drill safely
  • understanding isometric drawing technique

Summer 2

Workshop Skills

  • Be able to work independently and with creativity and innovation
  • Be able to evaluate a project, and suggest modifications and improvements
Year 7 Compliant Materials

Autumn 1

Ergonomic Design CADCAM

Introduction to Food Technology

  • Understand and develop basic personal and kitchen hygiene skills.
  • Develop basic knife skills.
  • Use the correct techniques and equipment in a set sequence of activities to produce your dishes.
  • Understand the processes involved in making a range of dishes.
  • Organise your ingredients and workspace efficiently.
  • Learn how to work with accuracy and consistency. 
  • Develop knowledge of Health and Safety in the kitchen.
  • Work well with a team.

Autumn 2

Scones Project

During this project students will:

  • Be encouraged to develop practical skills.
  • Learn how to make scones and to adapt a basic recipe to make a more interesting product.
  • Further develop designing and making skills.
  • Safety will be given a high priority during the completion of this project.
  • Be able to investigate the types of scones already available in shops and supermarkets.
  • Know the processes involved in making scones.                      
  • Be able to create scones that meet the design criteria. 

Spring 1

Scones Project

  • Demonstrate accuracy and sophistication on the manufacture of a product
  • Develop self and peer assessment skills using NC criteria in order to improve the final level achieved.
  • Understand the importance of testing throughout the design process and evaluating a product at different stages.
  • Continue to develop practical skills and finishing techniques.
  • Develop team work skills.
  • Be able to apply health & safety.

Spring 2

Tokyo Olympic Mascot

During this project students will be encouraged to develop sewing skills both hand and machine. Learn how to thread up a sewing machine and how to operate it in a safe manner. Further develop designing and making skills to manufacture a textiles mascot. Safety will be given a high priority during the completion of this project.

Summer 1

Tokyo Olympic Mascot

  • Investigate textile Olympic mascot features to inspire the design of their mascot.
  • Identify who the mascot will be made for (client) and how it will need to promote the games.
  • To investigate Japanese design and culture.
  • To focus on designing a high quality design proposal inspired by a specification.
  • Work with increased accuracy and sophistication on the manufacture of a working product.

Summer 2

Tokyo Olympic Mascot

  • To know the importance of testing throughout the design process and evaluating a product thoroughly.
  • To continue to develop sewing machine, decorative and finishing techniques.

Product Design and Compliant Materials

In year 8 and 9 students rotate between Food, Textiles and Product Design, apart from two classes in each year group that will remain with the same teacher for the entire year. All students will complete the activities listed below but not all in the same order.

Year 8

Autumn 1

Designers and Design Movements

  • Learn to recognise the style of 20th century designers
  • be able to design in the style of another designer
  • develop sketching style
  • develop quality of rendering
  • be able to model a design

Autumn 2

Movements

  • know how to work safely and accurately marking out and cutting plastics
  • learn about classifications of plastics
  • use acrylic cement safely and neatly
  • use a range of finishing techniques with plastics

A Head of Fashion (Textiles)

  • Students start the Hat Project during the end of the second autumn half term.

Spring 1

A Head of Fashion (Textiles)

  • During this project students will have the opportunity to develop practical skills by creating 3D effects in their hat designs. Develop knowledge of environmental issues and how these are addressed in the production of textiles and investigate working with SMART fabrics. Explore methods of creating texture with fabrics and utilise these techniques to develop an interesting and original hat for a client. Safety will be given a high priority during the completion of this project.

Spring 2

Designers and Design Movements

  • develop numeracy in relation to measuring and marking out materials.

Summer 1

Designers and Design Movements

  • Evaluate a project, being about to suggest modifications and improvements.

Healthy Eating (Food Technology)

  • Students start the Healthy Eating Project during the end of the first summer half term.

Summer 2

Healthy Eating (Food Technology)

  • During this project students will be encouraged to extend their knowledge of nutrition and healthy eating choices. They will have opportunity to make and modify items suitable for a child’s lunch box and will be expected to explain and communicate ideas.  They will have the opportunity to focus on the quality of finish, appropriate portion sizes as well as continue to develop a range of practical skills. 
Year 9

Autumn 1

Biomimicry Metal Casting

  • Investigate Biomimicry
  • Take inspiration from natural forms
  • develop sketching skills
  • develop rendering skills

Autumn 2

Biomimicry Metal Casting

  • Learn how to use 3D CAD software

Spring 1

Techno Creation  (Textiles)

  • During this project students will continue to develop sewing skills, and using CAD/CAM to manufacture their product.
  • Investigate existing armbands and technical fabrics in order to understand how different designs work, to help create an armband with multi-functional features.
  • Further develop design and making skills and be given the opportunity to investigate decorative techniques including the Computerised Embroidery Machine, Sublimation printing and the laser cutter.
  • Further develop designing and making skills. Safety will be given a high priority during the completion of this project.

Spring 2

Biomimicry Metal Casting

  • Develop finishing techniques with metals

Summer 1

Biomimicry Metal Casting

  • Learn how to use 3D CAM machines

Suppers (Food Technology)

  • Students start the Suppers Project during the end of the first summer half term.

Summer 2

Suppers (Food Technology)

  • During this project Student will -Continue to develop practical skills and awareness of hygiene and safety.
  • Investigate existing recipes in order to understand how different ingredients can be used to make imaginative dishes.
  • Learn about different ways to make sauces.

Design Technology at Key Stage 4

Product Design

60% Design and Making practice (controlled assessment)
40% Written Paper

This course has been designed to allow students to design and make products with creativity and originality, using a range of materials and techniques. Packaging, labelling and instructions are encouraged as part of the complete design proposal and advertising. Points of sale can be used to supplement the making experience and help create products which can be evaluated for their commercial viability.

During Year 10 graphic design is taught along with CAD/CAM and ‘hands on’ product manufacturing, using workshop tools and equipment. In Autumn and Spring students will complete Design/Research tasks and Manufacturing activities during alternative lessons each week and spread out across each term.

In Year 11 students design and manufacture a high quality product, which is internally assessed. During Y10 and Y11 students will be expected to attend coursework catch-up sessions to improve or complete coursework tasks produced for the GCSE Product Design course.

GCSE Food Preparation and Nutrition (Year 10 only)

By studying food preparation and nutrition learners will:

  • be able to demonstrate effective and safe cooking skills by planning, preparing and cooking a variety of food commodities whilst using different cooking techniques and equipment
  • develop knowledge and understanding of the functional properties and chemical characteristics of food as well as a sound knowledge of the nutritional content of food and drinks
  • understand the relationship between diet, nutrition and health, including the physiological and psychological effects of poor diet and health
  • understand the economic, environmental, ethical and socio-cultural influences on food availability, production processes, diet and health choices
  • demonstrate knowledge and understanding of functional and nutritional properties, sensory qualities and microbiological food safety considerations when preparing, processing, storing, cooking and serving food
  • understand and explore a range of ingredients and processes from different culinary traditions (traditional British and international) to inspire new ideas or modify existing recipes.

SUMMARY OF ASSESSMENT

Component 1: Principles of Food Preparation and Nutrition

Written examination: 1 hour 45 minutes
50% of qualification

This component will consist of two sections both containing compulsory questions and will assess the six areas of content as listed in the specified GCSE content.

  • Section A: questions based on stimulus material.
  • Section B: structured, short and extended response questions to assess content related to food preparation and nutrition.

Component 2: Food Preparation and Nutrition in Action

Non-examination assessment: internally assessed, externally moderated

Assessment 1: 8 hours
Assessment 2: 12 hours
50% of qualification

Assessment 1: The Food Investigation Assessment
A scientific food investigation which will assess the learner's knowledge, skills and understanding in relation to scientific principles underlying the preparation and cooking of food.

Assessment 2: The Food Preparation Assessment
Prepare, cook and present a menu which assesses the learner’s knowledge, skills and understanding in relation to the planning, preparation, cooking and presentation of food.

GCSE Catering (Year 11 only)

60% Controlled Assessment
40% Written Paper

The GCSE Catering course offers a unique opportunity in the curriculum for students to develop their knowledge and extend their skills within hospitality and catering in a vocational context. It provides opportunities to develop students' interdisciplinary skills, a range of Key Skills and their capacity for imaginative, innovative thinking, creativity and independence.

It is a suitable qualification for those who want a broad background in this area and for those who wish to progress to further education. It will offer valuable preparation for those entering the world of work.

The specification encourages the investigation and study of hospitality and catering in a variety of contexts. In these contexts the candidates are given opportunities to acquire competence, capability and critical skills through the creation, implementation, use and evaluation of a range of resources.

GCSE Child Developmemt

60% Controlled Assessment UNIT 2: CHILD STUDY UNIT 3: CHILD FOCUSED TASK
40% Written Paper UNIT 1

The specification is designed to give students an opportunity to extend and apply their skills, knowledge and understanding of the development and care of children from conception to the age of five years within a variety of contexts while maintaining the coherence inherent in this subject area. It will enable students to extend their design and technological capability, and their interdisciplinary skills including all six key skills. Their capacity for imaginative, innovative thinking, creativity and independence relating to their personal interest will also be developed.

The course aims to promotes an understanding of the social, emotional, physical and intellectual development of the child which is inter-linked through the study of the family, community and the responsibilities of parenthood. It will offer opportunities for candidates to develop an understanding of citizenship through the relevant issues of the subject. The course reflects the view that GCSE Home Economics: Child Development should provide a variety of experiences whilst focusing on concepts, themes and issues relevant to the subject content.

Design Technology at Key Stage 5

GCE Product Design (Design Technology) AS & A2 Level  
AS Course Structure

Unit 1: (6RM01) Creative Skills – This consists of coursework, practical projects and design folder worth 60% of the AS qualification and 30% of the total GCE A Level course. Students will undertake a variety of practical tasks to build knowledge of processes and improve skills.

Unit 2: (6RM02) Design Technology in Practice – The 1½ hour examination will include: materials, components and processes, design and manufacture, industrial and commercial practices, quality and health and safety. The examination consists of short answer and extended writing answers. It is worth 40% of the AS qualification and 20% of the total GCE A level course. It is externally assessed.

Y12 students will be expected to attend coursework catch-up sessions in free periods and after school in order to improve or complete coursework tasks produced for the AS Product Design course.

A2 Course Structure

The A2 course is a continuation of AS skills and knowledge and is also split into two assessed units:

Unit 3: (6RM03) Designing for the Future – The 2 hour examination will include: modern design, manufacturing and design issues, designers past and present, sustainability and environmental issues.

The examination consists of short answer and extended writing answers. It is worth 40% of the A2 qualification and 20% of the total GCE A level course and is externally assessed.

Unit 4: (6RM04) Commercial Design- This consists of a coursework practical project and design folder worth 60% of the A2 qualification and 30% of the total GCE A level course.

Y13 students will be expected to attend coursework catch-up sessions in free periods and after school in order to improve or complete coursework tasks produced for the A2 Product Design course.

PRINTABLE VERSION OF THIS PAGE FOR 2016-17

For further advice or to find out more about the Technology curriculum at Idsall School, please contact Mrs Gough or Mrs Lowndes.