Design and Technology

Design and technology has played a part in everything we do everyday. It would be impossible for you to be reading this now without DT, from the computer or mobile device from which you are viewing it, to the infrastructure and systems which are serving this webpage to you. DT is essential to everyone’s past, present and future. Imagine what would have happened without creative minds of the past developing new products and solutions to essential everyday problems and desires?

 

Teachers

Mr. L Glaze – Head of Design and Technoloy

Mrs C Coates – Teacher of Design and Technology

Mrs H Millington – Teacher of Design and Technology

Mrs S Dowe – Design and Technology Technician / Cover Supervisor

Mrs B Johnson – Design and Technology Technician

 

Key Stage 3:

Pupils within KS3 are up skilled in Design and Technology, through the creation of products from a wide variety of materials. They are taught the design process, and are encouraged and supported with the creation of new and unique items. Design and technology is the combination of practical knowledge with transferable skills such as problem solving and analytical thinking.

Year 7

  • Mini torch
  • Patchwork cushion
  • Food preparation and nutrition

Year 8

  • Play the game
  • Electronic textiles
  • Food science

 

Key Stage 4:

During KS4 pupils have the option to choose, several different GCSE and Level 2 courses. This allows pupils to further develop their skills in several different materials and contexts.

The courses we offer include:

  • GCSE Food Preparation and Nutrition
  • Level 2 Hospitality and Catering
  • GCSE Design and Technology

 

AQA, GCSE Food Preparation and Nutrition

This fresh and exciting GCSE Food Preparation and Nutrition qualification equips students with an array of culinary techniques, as well as knowledge of nutrition, food traditions and kitchen safety.

The aim of qualification will inspire and motivate our pupils, opening their eyes to a world of career opportunities and giving them the confidence to cook with ingredients from across the globe. Pupils will examine the chemical, functional and sensory characteristics of food and use this knowledge to create innovative dishes.

 

Assessment criteria

Component 1 – 50%  Examination (externally assessed)
Multiple choice questions (20 marks) • Five questions, each with a number of sub questions (80 marks)

Component 2 –50%  Non-exam assessment (internally assessed)
Task 1: Written or electronic report (1,500–2,000 words) including photographic evidence of the practical investigation.

Task 2: Written or electronic portfolio, including photographic evidence. Photographic evidence of the three final dishes must be included.

 

Eduqas, Level 2 Hospitality and Catering

Assessment criteria

Unit 1 The hospitality and catering industry – 50% Examination (externally assessed)
Short and extended answer questions based around applied situations (90 marks)

Unit 2 Hospitality and catering in action – 50% non – exam assessment
Through the production of a two course meal, pupils will demonstrate understanding of a wide range of knowledge and issues that affect the production of food in the hospitality and catering industry.

OCR, GCSE Design and Technology

Drawing on authentic design practice and contemporary technologies students will be able to engage in a variety of contexts to understand and appreciate the design and manufacture process. Students will learn to deliver their thinking and design skills through iterative design processes that allow them to ‘explore, create and evaluate’ following practices and strategies used by the creative, engineering and manufacturing industries.

 

 

Assessment criteria

Unit 1 Core technical knowledge – The question paper is split into two sections, principles of Design and Technology (100 marks). A minimum of 15% of the paper will assess learners’ mathematical skills as applied within a design and technology context.

Unit 2 Iterative Design Challenge – This component offers the opportunity for learners to demonstrate understanding of and skills in iterative designing. As an outcome of their challenge, learners will produce a chronological portfolio and one final prototype(s) (100 marks).

We continually adapt our units of work at KS3 and KS4 to ensure teaching and learning remains relevant, engaging and respond to changes in the exam specification. The units of work outlined above reflect our current teaching (September 2017).