Aims and Philosophy:
It is the Department’s aim to provide a very safe, friendly, happy working environment, where every student can achieve his/her full potential. Design and Technology equips students with ‘real life’ skills and knowledge, which will enable them to contribute to an increasingly technological society.
At KS3 there are 3 specialist areas: Food, Textiles, and Resistant Materials.
Students are levelled for skills shown in communicating their design ideas and the quality of the products they manufacture. They cover five project strands of Research, Design ideas, planning of Making, Making and Evaluation. Pupils work to set design briefs and also carry out focussed practical tasks and learn a wide range of technical and creative skills.
At KS4, students build on the skills they have developed and choose one of the following specialist subject areas: VCert in Resistant Materials or VCert in Food Technology. Currently we are delivering VCert food in year 10 and will have a new uptake in September 2018. We plan to offer VCert resistant materials for delivery in September 2019.
Key stage 3 teaching arrangements
Resistant Materials and Graphics: Year 7-9 Mr Costigan
Textiles Year 7 and Food Year 8 and 9: Ms Wiggan
Food Year 7: Mr Cullen
Textiles Year 8 and 9 : Mrs Haines
Food technicians: Mrs Togher and Mrs M Cooney
Key stage 4 teaching arrangements
VCert Food: Ms Wiggan
Key stage 5 teaching arrangements
A Level Product Design: Mr Costigan
KEY STAGE 3 OVERVIEW
Design & Technology
Key stage 3 students will study Resistant Materials, Textiles and Food within the Design and Technology department. Students are taught in mixed ability groups, mixed gender.
We use a range of assessment strategies to mark, assess, feedback and track our students:
Assessment for Learning
Students are required to peer and self-assess their work in every TVA lesson. They use green pens to do this and it can be tracked through their folder work.
Often we use post-it notes to give feedback and display them near or next to the level climbers we have on display.
We are aiming to implement a no-hands policy in DT and use techniques like randomisers and lolly sticks whilst still planning appropriate questions for each child’s ability. We aim to use a range of questioning techniques within all of our lessons, structuring our questions through Blooms Taxonomy.
Year 7 Resistant Materials
In Resistant Materials, we aim to explore as many materials and manufacturing processes as possible, whilst holding design and creativity central to all learning. In year 7, students undertake a desk tidy project.
Students work with acrylic, mdf and wood and use processes such as line bending and drilling to create their products. Their work is then assessed using a range of criteria based on their design and making skills.
Year 7 Food Technology
Students are introduced to the subject with two lessons per week looking at Basic Food Skills. This includes Food Hygiene and Safety as well as introduction to basic tools and equipment. The course follows a theme of learning new skills in order to prepare foods that are interesting and delicious. Practical lessons vary between weekly and every two weeks depending on the planning and preparations needed for students to fully understand a topic. Food items produced in this lesson includes: Healthy Milkshakes, Pasta and Sauces, Pizza and Cookies.
Year 7 Textiles Technology
Students are introduced to the basic textiles skills needed to complete a design and make project and learn the basic equipment used in textiles as well as safety measures to follow in the workshop. Students are informed of the different ways to add colour and design to fabrics in order to design and make face mask that can be used by a child to be worn to a party for children or for a costume show while showing creativity and flare.
Year 8 Resistant Materials
In year 8 we introduce students to 2D design, which is a CAD (computer aided design) piece of software. Students are encouraged to develop their CAD skills at a young age, as these skills give students the ability to explore more creative ideas and open up pathways to otherwise unavailable manufacturing possibilities.
We are lucky enough to have a laser cutter in the department and through this Photo frame and door name project, students learn how to set their work up and use the machinery available to them.
Here are some examples of Year 8 work:
Year 8 Food Technology
Students are introduced to the idea of designing new foods. They learn about function of ingredients and food presentation as well as reiterate food hygiene and safety in the kitchen. Practical lessons are bi-weekly. Students will work on a diner style menu which includes shepherds pie, beef patties, sticky toffee pudding and fruit crumble.
Year 8 Textiles Technology
In year 8 students will design and produce a 2 layer repeat print based on Celtic designs.
Students will learn about Celtic designs, the tie-dye process, the different types of repeated designs and how to create a reduction print block, and will create their own printed textile.
Year 9 Resistant Materials
In year 9, we expect students to be able to combine a range of traditional manufacturing skills with new CAD / CAM processes. Using a range of manufacturing processes, students are challenged to design, package and market a bottle opener and are given a choice of client to design for, be it children, teenagers or adults.
Bottle Opener and packaging
Year 9 Food Technology
In year 9 we will be concentrating on cafe food and treats.
The dishes we will be working on are omelettes, quiche, waffles, pineapple upside down cake and crumble pie.
Year 9 Textiles Technology
In year 9 students will design and produce a collaged and hand embroidered window hanging. Students will learn about Zentangle and Mandala designs, will make their own collaged textile, and will embroider it with a range of stitches and colours based on their designs.
KEY STAGE 4 OVERVIEW
Currently we are offering vocational certificates in food and cookery. We will offer this next year also along with a vocational certificate in craft studies. The details of both are found below.
NCFE Level 2 Certificate in Food and Cookery
Who is this qualification for?
The NCFE Level 1 and Level 21 Certificates in Food and Cookery are complementary Technical Awards and the vocational equivalent of GCSE qualifications. Both are aimed at 14-16 year olds studying their Key Stage 4 curriculum who are interested in any aspect of food and cookery and in the context of cooking for health.
Each qualification focuses on an applied study of the food and cookery sector and learners will gain a broad understanding and knowledge of working in the sector.
The qualifications have been designed to sit alongside the requirements of core GCSE subjects and are appropriate for learners who are motivated and challenged by learning through hands-on experiences and through content which is concrete and related directly to those experiences.
This Level 2 qualification is appropriate for learners who are looking to develop a significant core of knowledge and understanding and apply that knowledge in preparing and producing dishes. Level 1 is appropriate for students looking for an introduction to the skills, knowledge and qualities needed in the food and cookery occupational area.
What will the learner study as part of this qualification?
This qualification shows learners how:
to prepare self and environment for cooking
food functions in the body and in recipes
to modify recipes for health for balanced diets
to assess a diet and make recommendations
to plan and produce dishes for a purpose.
YEAR 10 AND YEAR 11
VCert Food and Cookery & Graphics GCSE (AQA)
VCert food and cookery is being delivered again this year to our new year 10’s. Details are in the key stage 4 overview.
KEY STAGE 5 OVERVIEW
A-Level Product Design (AQA)
From September 2018 we are delivering A-Level product design after a break of a year. The exam board we use is AQA and all details of the course can be found on their website. AQA.com.
Below is a summary of the subject :
At A level we look at real products and inventions and understand how they have impacted on the way we do things. Working closely with the design museum, students research a range of designers, Materials and Products. This research is then used to stimulate creativity and design a product that can be used to solve a problem. A visit to the design museum and a workshop help students understand how to think like a designer and create real solutions to real problems.
What skills students will need to succeed:
- Good design skills and understanding of materials and manufacture.
- You MUST demonstrate a commitment to the subject by being self-motivated and not be constantly dependent on help by the teacher. It is recommended that you attend the weekly GCSE workshop after school each week.
- Be organised - You MUST meet all the necessary deadlines for the 50% course work.
- You are expected to assess and evaluate your own work and that of others.
- You will produce a portfolio of research, design work and evidence of practical tasks.
- You will manufacture a working product or a prototype model.
- Your research MUST show evidence of specialist vocabulary.
A2 - Product Design (AQA)
Design Brief: As a product designer, working for Habitat, you are to design a piece of multi-purpose, space saving furniture. Your designs must match Habitats modern and minimalistic approach to design. You should also aim your products at first time buyers, considering low cost materials and methods of batch production to reduce manufacturing costs.