Design & Technology
Design and Technology
Subject Rationale
Design and Technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks; becoming resourceful, innovative, enterprising and capable citizens.
The Design and Technology department at Hillsview Academy aims to ensure that all pupils:
- Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
- Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users.
- Critique, evaluate and test their ideas and products and the work of others.
- Understand and apply the principles of nutrition and learn how to cook.
In years 7 and 8 students are on a rotation cycle, spending a term in each of the 3 disciplines; Hospitality & Catering, Textiles and D&T.
Key Stage 3 Project
Year 7 - Term 1
Hospitality & Catering – Basic skills; learning about nutrition, health & safety. Introduction to a range of cooking methods.
Year 8 - Term 1
Hospitality & Catering – World Foods; investigating foods from different cultures. Learning how to adapt recipes to make them tasty and balanced. Developing practical skills in preparation for GCSE.
Year 7 - Term 2
Textiles – Day of the Dead; researching, designing, technique sampling, making and evaluating a soft furnishing based on the Mexican festival. Introducing new techniques to create a personalised product.
Year 8 - Term 2
Textiles – Pop Art; researching into the art movement, adapting, developing and re-creating artists’ work using a range of textiles techniques.
Year 7 - Term 3
D&T – Mobile Phone Holder; analysing, designing, making and evaluating a mobile phone holder for a targeted customer. Introducing basic skills, joining and shaping wood and plastic. Introduction to using CAD/CAM techniques.
Year 8 - Term 3
D&T – Night Light; analysing, designing, making and evaluating an ergonomically designed night light. Developing learned skills, introducing basic systems and control, building upon CAD/CAM skills and prior knowledge.
Additional resources
Further information
Weblink
Key stage specific learning and development for all Design and Technology subjects.
http://www.technologystudent.com/
Key stage specific learning and development for all Design and Technology subjects.
Key Stage 4
AQA GCSE Design & Technology
GCSE Design and Technology will prepare students to participate confidently and successfully in an increasingly technological world. Students will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors. Students will get the opportunity to work creatively when designing and making and apply technical and practical expertise.
This GCSE allows students to study core technical and designing and making principles, including a broad range of design processes, materials techniques and equipment. They will also have the opportunity to study specialist technical principles in greater depth. www.aqa.org.uk/subjects/design-and-technology
Year 9 - Term 1
Timber Box – development of key skills using a variety of hardwood and softwood. Reinforcing the design process and focussing on different wood joints to build practical knowledge
Year 10 - Term 1
Light project – focus is upon the use of CAD/CAM and developing systems and control knowledge.
Year 11 - Term 1
Completion of NEA (Non-Exam Assessment)
Year 9 - Term 2
Gumball Machine – a creative and enjoyable project which introduces new tools/equipment.
Year 10 - Term 2
Practice NEA; Coaster Project – more advanced use of 2D Design and CAD/CAM, including a design folio which follows the NEA format.
Year 11 - Term 2
Completion of NEA (Non-Exam Assessment), Revision techniques, key skills, exam practise.
Year 9 - Term 3
Tea-light Holder – a final year 9 project to consolidate learned skills to produce a high quality, well finished product and commercially viable product.
Year 10 - Term 3
Development of skills – introduction to more complex skills and machinery such as the lathe. NEA (Non-Exam Assessment). – Learners will respond to a brief given by AQA, this NEA makes up 50% of their final grade and continues into year 11.
Year 11 - Term 3
Revision and final exam.
Assessment summary
Non-Exam Assessment (NEA)
What's assessed?
Practical application of:
- Core technical principles
- Specialist technical principles
- Designing and making principles
How it's assessed:
- Non-exam assessment (NEA): 30–35 hours approx. 100 marks, 50% of GCSE
Task(s):
- Substantial design and make task
Assessment criteria:
- Identifying and investigating design possibilities
- Producing a design brief and specification
- Generating design ideas
- Developing design ideas
- Realising design ideas
- Analysing & evaluating
Students will produce a prototype and a portfolio of evidence
Work will be marked by teachers and moderated by AQA
Written Exam
What's assessed?
- Core technical principles
- Specialist technical principles
- Designing and making principles
How it's assessed:
- Written exam: 2 hours, 100 marks, 50% of GCSE
Section A – Core technical principles (20 marks)
A mixture of multiple choice and short answer questions assessing a breadth of technical knowledge and understanding.
Section B – Specialist technical principles (30 marks)
Several short answer questions (2–5 marks) and one extended response to assess a more in depth knowledge of technical principles.
Section C – Designing and making principles (50 marks)
A mixture of short answer and extended response questions
Additional resources
Further information
Weblink
Key stage specific learning, revision and development for Design and Technology.
http://www.technologystudent.com/
Key stage specific learning and development for Design and Technology.
Key Stage 4
Eduqas level 1/2 award in Hospitality and catering
Within this award students learn about food preparation in a commercial environment.
Students are expected to make a range of food products and develop skills related to commercial food preparation including food hygiene, food presentation and considering production in quantity. They are expected to apply technical and practical expertise to ensure that food meets customer needs and preferences and is appropriate for a given occasion. They will have the opportunity to use a wide range of practical skills and techniques, gaining an understanding of catering and an awareness of related career paths.
http://www.eduqas.co.uk/qualifications/hospitality-and-catering/
Year 9 - Term 1
Great British Bake off; introduction to hygiene and food safety. Students will study the various cake making methods and learn about the functions of ingredients. Through practical assessments they will demonstrate an understanding of planning/quality control. Practical skills include baking skills; including, cakes, biscuits, pastry and breads.
Year 10 - Term 1,2 & 3
Unit 1: The Hospitality and Catering Industry. Learners apply their learning by considering all aspects of the vocational sector. They should acquire knowledge of all aspects of the industry and be able to propose new hospitality and catering provision for specific locations. Learners will be able to use their learning of different types of establishment and job roles to determine the best option. They will then apply their learning in relation to front of house and kitchen operations to determine how the proposed hospitality and catering provision will operate efficiently legally and in a financially viable way whilst meeting the needs of their potential market. This unit provides a broad introduction to the vocational sector in a way that is purposeful and develops a range of transferable skills.
Year 11 - Term 1
Unit 2: Hospitality and Catering in Action. Learners apply their learning to safely prepare, cook and present nutritional dishes. They will draw on their learning of different types of provision and kitchen and front of house operations in Unit 1, as well as personal safety in their preparations. The content is relevant not only to employees within food production, but also those with a responsibility for food safety in the industry, nutritionists and managers and owners. This extends the learners appreciation of the whole vocational area beyond the kitchen environment.
Year 9 - Term 2
Master Chef meals; students will develop existing skills and be introduced to new ones which they will require in order to complete unit 2.
Year 11 - Term 2
Revision techniques, key skills, exam practise.
Year 9 - Term 3
World Foods; students will learn about a range of culturally diverse foods, focusing on cultural and religious factors, special dietary needs, vitamin functions and deficiencies. Food preparation will focus on hygiene and safety, evaluating and adapting recipes.
Year 11 - Term 3
Revision and final exam.
Assessment summary
Unit 1: Exam based (Externally assessed) 40% of overall qualification
Students will cover a series of learning objectives including the environment which hospitality and catering providers operate within, how hospitality and catering provisions operate, how health and safety requirements are met within the industry, how food can cause ill health and specific dietary and consumer requirements. This unit will culminate in a written exam.
Unit 2:
The purpose of this unit is for students to safely plan, prepare, cook and present nutritional dishes. Students are given a brief to respond to and will have 9 hours to complete the controlled assessment. The unit requires 72 guided learning hours. In this unit students will gain knowledge of the nutritional needs of a range of client groups in order to plan nutritional dishes to go on a menu. They will learn and develop safe and hygienic food preparation, cooking and finishing skills required to produce nutritional dishes.
Further information
Weblinks
Key stage specific learning, revision and development for Food.
http://www.technologystudent.com/
Key stage specific learning and development for Food.
http://www.bbc.co.uk/education/subjects/zvg4d2p
A range of resources to aid with any Food course.
http://www.foodafactoflife.org.uk/index.aspx
Source of information relating to a healthy lifestyle and balanced diet.
https://www.nhs.uk/change4life-beta/be-food-smart#cysgbxOeHXsGklwg.97
Key Stage 4
AQA GCSE Textile Design
GCSE Textile Design enables students to design and make products with creativity and originality. Students will be introduced to a variety of experiences exploring a range of textile media, techniques and processes, including both traditional and new technologies.
Students will produce practical and critical/contextual work in one or more areas, including fashion and costume, printed and/or dyed fabrics, domestic textiles, constructed, stitched and/or embellished textiles.
http://filestore.aqa.org.uk/subjects/AQA-4200-W-SP-14.PDF
Year 9 - Term 1
Book of creativity; students will research and develop textiles techniques from around the world to create a detailed technique book.
Year 10 - Term 1
Soft Furnishings; students will focus on a shabby chic theme and a variety of designers from the arts and craft movement to produce a soft furnishing.
Year 11 - Term 1
Natural Patterns; students will explore natural forms and produce close up observations of hidden patterns.
Year 9 - Term 2
Out of Place; students will focus on images from Banksy and designers such as Vivienne Westwood and the punk era to produce an outcome focussed on design and research.
Year 10 - Term 2
Body Armour; students will research into historical body armour and crest techniques and produce an item of clothing using recycled materials.
Year 11 - Term 3
Natural Forms continued; students are asked to focus on the word ‘assemble’ to explore and experiment further.
Year 9 - Term 3
Food; students will use knowledge from terms 1 and 2 to create a textile product based on the topic of food.
Year 10 - Term 3
Lace; students will create a technique booklet looking closely at the detail of lace; to be detailed and simplistic.
Year 11 - Term 3
Preparation for final exam (externally set task).
Assessment summary
Unit 1: Portfolio of Work - Controlled Assessment 60%
Students create a portfolio selected from work undertaken during the course of study and must include more than one project.
Unit 2: Externally Set Task 40%
Student will be given preparation time within lessons leading to 10-hours of sustained focused study.
Additional resources
Further information
Weblink
Key stage specific learning, revision and development for Food.
http://www.technologystudent.com/
Key stage specific learning and development for Food.
http://www.bbc.co.uk/education/subjects/zvg4d2p
Practical ideas and examples for exemplar sketchbook pages.
https://uk.pinterest.com/explore/textiles-sketchbook/?lp=true
Department Leader
Mrs L Hendry - lhendry@hillsviewacademy.org