Welcome to Design Technology


Intent

The Technology department hope to promote independent learners who have the ability to think creatively, to solve problems as they arise, whilst providing them with skills for life to prepare quality work to a good standard.

In technology at Keystage 3, we follow the national curriculum’s programme of study. The guidelines from the curriculum are only a guide and, as teachers, we have designed, planned and sequenced projects and schemes of work which meet the requirements and objectives of the national curriculum and to which builds on previous knowledge.

Within the department, every class teacher will record, track and monitor the progress of all students, and any individual student or cohort of students who are identified as a concern will be addressed, and suitable interventions or strategies will be implemented to help improve any gaps in knowledge or skills.

We acknowledge that as a mainstream secondary school, we have a broad range of students with different needs and abilities, so within the Technology faculty, we aim to provide stretch and challenge for each student and every cohort with inclusion as a foundation. We want every student to enjoy their lessons in Food and Design & Technology, and to gain a passion for the subjects and a desire to learn more. Every student is given the opportunity to succeed with each topic and is encouraged  to achieve their very best regardless of their capabilities within a safe and respectful learning environment.

Why learn Design and Technology?

  • You will be able to use your imagination and creativity to design and make innovative products, solving genuine problems.
  • You will develop design, ICT and CAD/CAM skills, and manufacture with laser cutters and 3D printers.
  • You will, work independently and in groups, developing communication and thinking skills, valued by the business world.
  • D & T will help you develop your mathematical skills, as you design and manufacture products and prepare for examinations.
  • Technology leads to a vast range of careers and Further Education courses. It prepares you for a career in the creative, engineering, manufacturing and food industries.

Purpose of study

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. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

Aims

The national curriculum for design and technology 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.

Keystage 3

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of domestic and local contexts, such as the home, health, leisure and culture, and industrial contexts, such as engineering, manufacturing, construction, food, energy, agriculture (including horticulture) and fashion.

When designing and making, pupils should be taught to:

Design

  • Use research and exploration, such as the study of different cultures, to identify and understand user needs.
  • Identify and solve their own design problems and understand how to reformulate problems given to them.
  • Develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations.
  • Use a variety of approaches, (for example biomimicry and user-centred design), to generate creative ideas and avoid stereotypical responses.
  • Develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools.

Make

  • Select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture.
  • Select from and use a wider, more complex range of materials, components and ingredients, taking into account their properties.

Evaluate

  • Analyse the work of past and present professionals and others to develop and broaden their understanding.
  • Investigate new and emerging technologies.
  • Test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups.
  • Understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists.

Technical knowledge

  • Understand and use the properties of materials and the performance of structural elements to achieve functioning solutions
  • Understand how more advanced mechanical systems used in their products enable changes in movement and force
  • Understand how more advanced electrical and electronic systems can be powered and used in their products,( such as circuits with heat, light, sound and movement as inputs and outputs)
  • Apply computing and use electronics to embed intelligence in products that respond to inputs (for example sensors), and control outputs (for example actuators), using programmable components (for example, as microcontrollers).

Cooking and nutrition

As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.

Pupils should be taught to: Key stage 3

  • Understand and apply the principles of nutrition and health
  • Cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet
  • Become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes]
  • Understand the source, seasonality and characteristics of a broad range of ingredients.

Year 7 curriculum

KS3 Design and Technology

During year 7, the students will study the following topics in Design and Technology:

Fertile question

Content and skills

Will it attract customers?

 

To learn about:

Design:

  • Understand how cultures can influence typography.
  • Research the variety of cultures used in Disney films.
  • Re-design a shop sign for a fish and chip shop.
  • Design a sign which can be used to encourage shoppers to buy merchandise for a Disney film.
  • Produce a specification of the key factors to consider for a Disney sign.
  • Use typography, illustrations and blending techniques to produce a creative, functional and appealing Disney sign.
  • Understand the manufacturing process of the plastic template (CAD/CAM).
  • Home learning - Investigate Biomimicry and create a design solution.
  • Home learning - Research and create a Fact sheet about CAD/CAM.

Evaluation:

  • Analyse and evaluate successful fish and chip shop signs and Disney signs.
  • Home learning - Investigate and create a sheet on new and emerging technologies such alternative methods of energy.
  • Evaluate the Disney sign idea against the specification.
  • Home learning - Investigate and create a leaflet about the environmental impacts of plastics.
  • Home learning - Prepare a digital presentation to explain the developments of the mobile phone.

Skills:

Creating Text fonts, Using Rendering techniques, Creative designing, Using Research for design, CAD/CAM.

Where do wooden apples come from?

 

To learn about:

Design:

  • Generate a design using a scaled grid technique.
  • Communicate design ideas using appropriate texture shading.
  • Create an accurate paper template.

Make:

  • Understand health and safety issues in the workshop.
  • Know how to use a paper template has a guide to cut around onto a piece of plywood.
  • How to use a coping saw safely and accurately.
  • How to use a flat file and a half round smoothing file on concave and convex curves.
  • How sand paper is used to apply a smooth finish.
  • How to drill a hole accurately and safely.

Technical knowledge:

  • Understand the origins and properties of plywood.
  • Home learning - Research and create an Information page about softwoods, Hardwoods and Manufactured boards.

Skills:

Drawing with scales, Texture rendering skills, Cutting skills with a coping saw, Smoothing skills with a file on convex and concave lines, Using the pillar drill.

Who can light up the room?

 

 

To learn about:

Make:

  • Know how to use the Soldering equipment to join stripped pieces of wire together using solder joints.
  • Know how to prepare the correct equipment for soldering.
  • Select the appropriate components to build a lighting circuit.
  • Know how to improve on a bad soldered joint.

Technical knowledge:

  • Understand how light can be powered in a circuit.
  • Understand the INPUT, PROCESS, OUTPUT system in a simple circuit using a battery, switch and LED.
  • Understand the properties and uses of solder.

Skills:

Wire cutting, wire stripping & Soldering safely and accurately.

KS3 Food and Nutrition

During year 7, the students will study the following topics in Food and Nutrition:

Fertile question Content and skills

What does a balanced diet look like?


 

 

To learn about:

  • The sections of the EatWell Guide and categorise food correctly.

To understand:

  • Understand the components of a balanced diet.
  • Understand and apply the principles of nutrition and health.
  • Home learning – Discuss a meal with family to see how it fits the Eatwell Guide/ any gaps

How do I stay safe and hygienic in the kitchen?

 

To learn about:

  • How to identify and eliminate dangers in the kitchen; introduce a range of kitchen equipment; learn how to safely wash up.

To understand:

  • Working safely with kitchen knives, know how to wash up and tidy away as a team, locate key pieces of equipment; know classroom routines.
  • Home learning – Audit your kitchen at home for dangers

Cooking techniques:

  • Preparation of equipment and work space.

Why do I need to eat 5 a day?

 

To learn about:

  • To embed safe and effective routines in practicals; to learn the bridge and claw grip; to understand the health benefits of fruit and vegetables.
  • The different roles of seasonal fruit and vegetables and their role in our nutrition.

To understand:

  • Students competently make vegetable sticks, fruit fusion and pasta salad. 
  • Students to have a wider knowledge of different fruits and vegetables, their role in our nutrition and how they are grown.
  • To understand the source, seasonality and characteristics of a broad range of ingredients.
  • Home learning – Create a storyboard of how tomatoes are grown (Assessed)

Cooking techniques:

  • Claw and bridge grip, slice and peeling.

Should you go to work on an egg?

 

To learn about:

  • The importance of having breakfast.
  • To widen awareness of different breakfast foods.
  • To learn how to use the hob and grill.
  • To learn the nutrition of eggs.
  • To appreciate how eggs are produced.

To understand:

  • Students can explain why breakfast is important.
  • Can use a bar chart to present data.
  • Produce scrambled egg on toast.
  • Know what nutrients eggs provide.
  • Make decisions about the purchase of barn, free range or organic eggs.
  • Home learning – Forms evaluation of pasta salad.  What other ingredients could I use?

Cooking techniques:

  • Operate gas and electric grills, use of ovens.

What food keeps our bodies feeling great?

 

To learn about:

  • To learn the importance of dietary fibre and hydration,
  • To develop confidence and be competent in selecting, combining and preparing ingredients.

To understand:

  • Students know sources and function of fibre, how much water we need and why, make Stir Fry, Apple Crumble.
  • To understand and apply the principles of nutrition and health.
  • Assessed Home learning – Research 2 countries’ typical breakfasts

Cooking techniques:

  • Rubbing technique, coring, slicing

Year 8 curriculum

KS3 Design and Technology

During year 8, the students will study the following topics in Design and Technology:

Fertile question

Content and skills

Is it a Tiffany?

 

To learn about:

Design:

  • Produce a detailed plan for the design of all 4 sides of the lantern.
  • Select a theme for the lantern which would appeal to the user.
  • Use the research about Tiffany to influence deign thinking.
  • Use drawing techniques, stencils or tracing to produce creative ideas.
  • Home learning - Produce a hand drawn annotated 3D drawing of a phone.
  • Develop a specification from analysing existing lanterns.
  • To use CAD/CAM and plywood to produce the top and bottom sections of the lantern.

Make:

  • To Use pine wooden strips and wooden dowel to construct a frame.
  • Know how to use a jig to drill accurate holes.
  • Know how to use template and the hot glue gun to construct a wooden frame.
  • Know how to prepare the soldering equipment.
  • Know how to use the scalpel, cutting mat and safety ruler correctly.
  • To use electronic components to make the lantern function.
  • Home learning - Model an iconic product.
  • Home learning - Create a video clip demonstrating knowledge or a skill.

Evaluate:

  • Research the work of louis Comfort Tiffany.
  • Know how to design and make a lantern in the style of Tiffany through evaluating existing lanterns.
  • Test the function of the lantern.
  • Home learning - Research on how electronic products have changed over time.
  • Home learning - Create a newspaper article on a famous designer.
  • Home learning – Create a leaflet on the environmental impacts of metals.

Technical Knowledge:

  • Understand the INPUT, PROCESS and OUTPUT system of the lantern.
  • To know how to accurately assemble the different parts to build the lantern structure.
  • Home learning - Research common electronic components.
  • Home learning – Create an information page on MDF and Plywood.

Skills:

Creative designing, Using Rendering techniques, Craft knife skills, Presentation skills, Soldering skills, Workshop skills using tools and equipment, Marking and measuring out skills, CAD/CAM, using Jigs, using hot glue gun

Can wood have a personality?

 

To learn about:

Design:

  • To know how creatively personalise a mass-produced item to make it unique using user centred design.
  • To use third angle orthographic projection drawings to communicate design ideas.

Make:

  • To use paper templates as a cutting, shaping and drilling guide.
  • To use a variety of drill sizes and depths.
  • To use the sanding machine and abrasive paper to shape and smooth the wood.

Technical Knowledge:

  • Understand the origins and uses of pine wood.
  • To understand how to assemble the product to make it function.

Skills:
Drilling to depths, Marking and measuring out skills, using templates, safe use of the sanding machine and pillar drill.

KS3 Food and Nutrition

During year 8, the students will study the following topics in Food and Nutrition:

Fertile question Content and skills

Are there hidden dangers in the kitchen and our food?

 

To learn about:

  • Students recap and develop understanding health and safety issues in food preparation.
  • Students learn how to use seasonings to reduce salt intake.

To understand:

  • Can apply the 4Cs to keep food safe, Students can use hob, grill and oven competently, know why salt can be harmful.
  • Home learning – Review your kitchen at home for potential contamination.
  • Home learning – Plan a 3 course meal using all 3 methods of heat transfer   Assess
  • Home learning – Look at 10 different foods at home and list how much salt they have per 100g.

Cooking techniques:

  • Bridge grip, methods of heat transfer when cooking, awareness of taste and smell.

How do cakes and bread rise?

 

To learn about:

  • To learn the functions of ingredients baked goods,
  • To embed accurate weighing of ingredients.
  • To develop techniques of baked goods.

To understand:

  • Students will know chemical and biological raising agents release carbon dioxide to make doughs rise, students will master rubbing in technique by making scones, kneading by making breadsticks, creaming method by making Dutch Apple Cake.
  • Home learning – Find recipes on bbcgoodfood.com  Which raising agent (if any) do they use?
  • Assessed Home learning – Evaluate recipe and skills in Forms

Cooking techniques:

  • Baking scones, kneading for bread sticks, use of electric risk, rubbing technique, selecting and preparing ingredients.

How do people around the world give themselves energy?

To learn about:

  • To learn how staple foods around the world are produced and cooked.
  • To be able to cook simple meals based on starchy carbohydrates.
  • To understand the energy balance.
  • To learn how to use food labelling.

To understand:

  • Students can identify staple foods from different regions; use carbohydrates to make pasta ragu, savoury rice and potato rosti; students can carry out a nutritional analysis to compare recipes.
  • How to prepare a healthy and varied diet.
  • To understand and apply the principles of nutrition.
  • Home learning – Explain how the recipe fits Eatwell Guide and 8 healthy tips (Assess)
  • Home learning – Compare 2 different breakfast cereals traffic light labels.
  • Home learning – Comparison of home made ragu vs shop bought equivalent.

Cooking techniques:

  • Onion and garlic dicing, ragu techniques, potato rosti techniques, selecting and preparing ingredients.

Year 9 curriculum

KS3 Design and Technology

During year 9, the students will study the following topics in Design and Technology:

Fertile question

Content and skills

Can you hear it at the back?

 

To learn about:

Design:

  • Produce a working drawing with dimensions which can be used for the manufacturing process.
  • Develop rendering skills to improve the presentation of design work.
  • Know how to annotate creative design solutions to communicate design decisions.
  • Compile a product specification which includes a range of objectives and measurable criteria to inform the design and manufacture of a prototype for the passive amplifier.
  • Communicate design ideas using 1 point perspective to generate a 3D drawing.
  • Communicate design ideas by converting 2D shapes to 3D shapes.
  • Communicate design ideas by applying shading and texture to 3D drawings.

Make:

  • Independently construct a functional working passive amplifier using the appropriate materials, tools and techniques.

Evaluate:

  • Analyse and Evaluate design decisions and prototypes.

Technical Knowledge:

  • Understand the different methods of marking out onto different materials.
  • Understand the need to adjust techniques i.e. drilling, when working with different materials such as wood and plastic.

Skills:

Independent learning.

Workshop skills when using tools and equipment.

Marking and measuring out using measuring equipment.

Design thinking skills to generate ideas.

Applying appropriate finishes to materials.

Design techniques to communicate design ideas.

Can you sense the light?

 

 

To learn about:

A one lesson taster to understand Design and Technology at GCSE level.

Design:

  • Communicate a simple sensing circuit diagram using appropriate circuit symbols.
  • Understand the connection between electronic components and associated symbols.
  • Know how to accurately draw circuit symbols.

Make:

  • Know how to populate a prototype board with electronic components.
  • Know how to create a light sensitive circuit using an LDR.
  • To identify a range of electronic components.

Evaluate:

  • Analyse populated board to find any faults within the circuit.

Technical Knowledge:

  • To understand how an LDR is used in a sensing circuit.
  • To understand how resistors are used in a sensing circuit.
  • To understand how an LED is used in a sensing circuit.
  • To understand how a transistor is used in a sensing circuit.
  • To understand how a light sensing circuit could be used in a product.

Skills:

Use of the prototype boards, soldering irons, wire cutters and wire strippers.

Which tool would be best?

 

To learn about:

A two lesson taster to understand Design and Technology at GCSE level.

Design:

  • To know how to accurately use a ruler and compass for accurate marking out.

Make:

  • To know how to identify and use a bench hook, G cramp, Tenon saw, Coping saw, Try square, twisted drill, flat drill, flat file, half round smoothing file, rasp, machine vice and table vice.

Evaluate:

  • Analyse and evaluate final outcome against the sample.
  • Evaluate performance when using the tools and equipment.

Technical knowledge:

  • To understand the properties of pine wood such as working with wood grain and wood knots.

Skills:

Use of the G cramp, bench hook, Tenon saw, table vice, Try square, ruler, machine vice, blade drill, sanding machine, coping saw, flat file and half round smoothing file

What is the key feature?

 

 

 

 

 

 

 

 

 

 

To learn about:

Design:

  • Create a design solution to a problem. (a product to store keys.)
  • Use square paper to communicate the design idea.
  • Understand the use of specialist equipment such as 2D design (CAD) and the laser cutter (CAM).
  • Compile a product specification which includes a range of objectives and measurable criteria to inform the design and manufacture of a prototype for the key holder.

Make:

  • Produce a scaled model prototype using appropriate materials.
  • Produce scaled templates from square lined paper.
  • Independently construct a functional working key holder using the appropriate materials and techniques.

Evaluate:

  • Test and evolve design ideas for a key holder.
  • Analyse and Evaluate design decisions and prototypes.

Technical knowledge:

  • To understand the reason for material selection.
  • Home learning – Investigate the use of plastics in the home.

Skills:

Independent learning.

Workshop skills when using tools and equipment.

Marking and measuring out using measuring equipment.

Design thinking skills to generate ideas.

Applying appropriate finishes to materials.

Design techniques to communicate design ideas.

Will it hold?

 

To learn about:

Design:

  • Create a design solution to a problem. (a device to hold a mobile phone)
  • Compile a product specification which includes a range of objectives and measurable criteria to inform the design and manufacture of a prototype for the key holder.
  • Communicate the creative design solution using annotated 2D and 3D drawings.

Make:

  • Produce a scaled model prototype to test and evolve design ideas for a phone holder.
  • Independently construct a functional mobile phone holder using the appropriate materials and techniques.
  • Understand the advantages of making prototypes.

Evaluate:

  • Test and evolve design ideas for a phone holder.
  • Analyse and Evaluate design decisions and prototypes.

Technical Knowledge:

  • Understand the advantages and disadvantages of different cardboards for modelling.

Skills:

Independent learning.

Modelling skills when using tools and equipment.

Marking and measuring out using measuring equipment.

Design techniques to communicate design ideas.

KS3 Food and Nutrition

During year 9, the students will study the following topics in Food and Nutrition:

Fertile question Content and skills

How can I prevent food poisoning?

 

To learn about:

  • Learn the causes, symptoms and prevention of food poisoning.

To understand:

  • How to Identify and minimise the danger of food poisoning bacteria from high risk food.
  • Prepare chicken goujons safely.
  • To understand and apply the principles of health.
  • Home learning - Annotate chicken goujon recipe with food safety steps.

Cooking techniques:

  • Using utensils and electrical equipment to make and bake chicken goujons.

Are pizzas and cakes unhealthy?

To learn about:

  • Learn to make and shape bread dough and choose healthier toppings.
  • Develop scientific working and sensory evaluation of own food.
  • learn role of carbohydrates in our diet.

To understand:

  • How to make pizzas from scratch.
  • know why we need starchy carbohydrates, understand risk of too much sugar, make and scientifically evaluate cakes with varied sweet ingredients.
  • Home learning – Evaluate pizza.

Cooking techniques:

  • Using awareness of taste, texture and smell to decide how to season dishes and combine ingredients.

What can I make for tea?

To learn about:

  • To learn a range of recipes suitable for family meals.
  • To understand the role of nutrients in our health,
  • To learn about allergies, dietary choices and multicultural food.
  • To develop knowledge of dairy provenance.

To understand:

  • How to make pasta bolognaise, mac n cheese, chicken curry, pastry dishes, cheesecake. 
  • To know how to adapt recipes for different religious and dietary choices.
  • Understand how milk is produced and it’s nutrition.
  • Home learning – Evaluate recipe in Forms and adapt lasagne recipe for religions.
  • Home learning – Find out how restaurants provide information about allergens.

Cooking techniques:

  • Adapting and using their own recipes to make fajitas, bolognaise sauce, curry, pie filling, and cheesecake.

Year 10 curriculum

KS4 Design and Technology

Subject content

The Eduqas Design and Technology GCSE allows learners to identify and solve real problems through the design process and into production. Learners are encouraged to work creatively and through the course will develop a number of core skills, including practical skills, planning and decision making.

Assessment for the Design and Technology GCSE consists of a written examination and a design and make task.

During year 10, the students will study the following topics in Design and Technology:

Fertile question

Content and skills

How can I use that?

 

 

To learn about:

  • Material categories and properties,
  • Timbers,
  • Developments in new materials,
  • Design and technology and our world – critical evaluation of technologies,
  • Design and technology and our world – energy generation and storage,
  • Design and technology and our world – impact of new technologies,
  • Electronic systems and programmable components – feedback and control devices,
  • Electronic systems and programmable components – input and output devices,
  • Electronic systems and programmable components – processes and microcontrollers,
  • Mechanical components and devices – Rotary systems,
  • Mechanical components and devices – Types of movement.

Skills:

How to manufacture recycled paper, How to bend plywood using kerfing, How to bend and shape plastic, how to work with metal, how to weave, How to communicate design ideas, Chiselling, wood joints and how to use workshop tools and equipment on a variety of materials.

KS4 Food and Nutrition

Subject content

GCSE Food Preparation and Nutrition specification sets out the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating.

The majority of the specification is delivered through preparation and making activities. Students must be able to make the connections between theory and practice to apply their understanding of food and nutrition to practical preparation.

During year 10, the students will study the following topics in Food and Nutrition:

Fertile question Content and skills

Does what I eat matter?

 

To learn about:

  • Macronutrients and micronutrients.
  • Diet, nutrition and health.
  • Diet for different life stages.

To understand:

  • How our bodies use food.
  • The impact of diet on our health now and in the future.
  • How and why we should have a balanced diet.

How do ingredients work?

 

To learn about:

  • Heat transfer.
  • Cooking methods.
  • What happens to proteins when we cook.
  • What happens to carbohydrates when we cook.
  • What happens to fats when we cook.
  • How raising agents work.

To understand:

  • How we can use the properties of ingredients to enhance the flavour, texture and appearance of our food.

How can we ensure our food is safe to eat?

 

To learn about:

  • Bacteria, moulds and yeast spoiling food.
  • Food poisoning – causes and prevention.
  • Hygiene and safety in the kitchen.
  • The safe use of micro-organisms in food e.g. cheese.

To understand:

  • How to keep food safe when we are buying, storing, cooking and eating food.

Why don’t we all eat the same food?

 

To learn about:

  • Personal, ethical, religious and cultural choices in food.
  • Food allergies and intolerances.
  • Food marketing.
  • Sensory analysis of the food we buy or cook.

To understand:

  • How to adapt recipes to respect different people’s needs.

How is our food produced?

 

To learn about:

  • Methods of production and processing of food.
  • Topical issues in food such as food security and food waste.
  • Environmental impact of the food supply chain.

To understand:

  • The impact our food choices have on the environment and how food is produced.

Does it taste good?

To learn about:

  • A range of sweet and savoury dishes and accompaniments from traditional British or international recipes.
  • A range of skills to enable students to adapt or modify recipes before and during cooking.

To understand:

  • Safe and effective vegetable and meat/ fish preparation.
  • Using a range of equipment e.g. food processor, pasta machine.
  • Tenderise and marinade.
  • Combining, blending, shaping ingredients.
  • Use of hob, grill and oven.
  • Use of raising agents – chemical, physical, biological.
  • Making, shaping and finishing a dough – pastry, bread, pasta.
  • Setting a mixture through heating or chilling.
  • Blended, reduction and emulsion sauces.
  • Adjusting the cooking process to develop sensory properties.
  • Food presentation and decoration.

Year 11 curriculum

KS4 Technology

During year 11, the students will study the following topics in Design and Technology:

Fertile question

Content and skills

How high can you go?

To learn about:

50% Coursework - A sustained design and make task, based on a contextual challenge set by WJEC, assessing candidates' ability to:

  • identify, investigate and outline design possibilities, design and make prototypes, analyse and evaluate design decisions and wider issues in design and technology.

50% Exam - A mix of short answer, structured and extended writing questions assessing candidates' knowledge and understanding of:

  • technical principles designing and making principles,
  • along with their ability to 
  • analyse and evaluate design decisions and wider issues in design and technology.

Independent learning.

  • Developing workshop skills when using tools and equipment.
  • Marking and measuring out using measuring equipment.
  • Learning CAD skills using 2D design.
  • Develop design thinking skills to generate ideas.
  • Applying appropriate finishes to materials.
  • Develop design techniques to communicate design ideas.

KS4 Food

During year 11, the students will study the following topics in Food and Nutrition:

Fertile question Content and skills

How can I access the highest band of marks in my NEA?

To learn about:

  • Learn higher level food preparation skills; improve written evaluation of dishes.
  • Understand the requirements of the Year 11 course.
  • Food investigation task
  • Requirements of the food investigation task including:
    • Research, plan and carry out an investigation into the working characteristics, functional and chemical properties of ingredients:
    • record the investigation findings.
    • analyse and evaluate results.
    • present the food investigation task.
  • Food preparation task
  • Requirements of the food preparation task including:
    • analyse a task and carry out research on a life stage/dietary group or culinary tradition.
    • demonstrate a range of technical skills
    • plan a final menu for chosen life stage/dietary group or culinary tradition.
    • prepare, cook and serve three dishes in a three-hour session.
    • analyse and evaluate final menu.

Exam - A mix of short answer, structured and extended writing questions assessing candidates' knowledge and understanding of:

Food nutrition and health, nutritional needs and health, diet, nutrition and health, cooking of food and heat transfer, functional and chemical properties of food, food spoilage and contamination, principles of food safety, factors affecting food choice, British and international cuisine, environmental impact and sustainability of food.

Note for 2021-22, there is no food investigation task.  The food preparation task and exam are each worth 50% of the GCSE

Design Technology

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