KS3 Design and Technology
Year 7 Design and Technology
Students will complete practical and theory work to develop their knowledge and understanding of timbers and textiles. They will manufacture a textile product, and a timber product in the workshop using the tools and equipment.
Autumn | Spring | Summer |
Timbers Project: Chalkboard Sources, categories, uses and properties of timbers Basic equipment and hand tools Safety in the workshop. Textile Project: Felt Keyring Sources, categories, uses and properties of textiles | Timbers Project: Chalkboard Sources, categories, uses and properties of timbers Basic equipment and hand tools Safety in the workshop. Textile Project: Felt Keyring Sources, categories, uses and properties of textiles |
Year 7 Food
The emphasis here is upon developing students’ knowledge of nutrition, food provenance and practical skills. Students complete a range of focused practical tasks and have the opportunity to make their own food product. The emphasis will be on healthy eating and fruits and vegetables. Links to food science will be explored throughout year 7.
Autumn | Spring | Summer |
Topic – Fruit & vegetables. Hygiene and safety in the kitchen and food provenance. Knife skills throughout the whole topic. Science- cooking methods and Enzymic browning. | Healthy eating, nutrients and Eatwell guide. Measuring and the use of a cooker. Sensory analysis and evaluation of foods. |
Year 8 Design and Technology
Students will complete practical and theory work to develop their knowledge of polymers and extend their knowledge of timbers. They will manufacture products using polymers and timbers in the workshop using the tools and equipment.
Autumn | Spring | Summer |
Timbers Project: Passive Amplifier Develop knowledge of uses and properties of timbers Develop use of hand tools and safety in the workshop Workshop machinery such as the pillar drill and bandfacer. CAD/CAM Project: Sources, categories, uses and properties of polymers Learn how to use 2D Design giving them the opportunity to use CAD/CAM to create a laser cut plastic keyring | Timbers Project: Passive Amplifier Develop knowledge of uses and properties of timbers Develop use of hand tools and safety in the workshop Workshop machinery such as the pillar drill and bandfacer. CAD/CAM Project: Sources, categories, uses and properties of polymers Learn how to use 2D Design giving them the opportunity to use CAD/CAM to create a laser cut plastic keyring |
Year 8 Food
Students will complete practical and theory work to develop their knowledge and understanding of food science and nutrition. The theme is staple foods and students will learn about rice, potatoes, pasta and bread. Emphasis will be on nutrition, developing practical food skills, understanding food provenance, making quality products and deepening knowledge of the underlying science.
Autumn | Spring | Summer |
Topic – Staple foods Bread consumption and changes in the UK diet. Functions of ingredients (how ingredients work) Science, how we make a product rise. Bread and cake making skills. | Energy requirements & nutrition, looking at problems from a lack of. One pot meals – pasta and savoury rice. We look at the place convenience foods have in our lives. Pastry making skills. |
Year 9 Design and Technology
Students will focus on all of the core material areas in D&T: metals, timbers, polymers, papers and boards and textiles. They will learn a wide range of practical and designing skills including isometric drawing, using CAD, cutting, abrading, assembly and finish . Building on from year 8, they will deepen their theory knowledge of timbers and polymers and develop their knowledge of papers and boards, metals and textiles. Students will produce a range of products from the material areas and then complete a mini NEA using multiple materials, which will prepare them for the GCSE in Design and Technology.
Autumn | Spring | Summer |
Aluminium Insect Project: Sources, categories, uses and properties of metals Design skills, bio mimicry, sustainability Basic metalwork skills such as marking out, cutting and riveting. | Denim Book Project: Design skills Textile types, categories, properties and uses Sustainability and the Nike LCA/ design for the environment. Lantern Project bridges Spring/Summer – develop 2D Design skills, product analysis. | Happy Meal Toy D&M. Students use what they have learnt across KS3 about materials and what they have learnt in year 9 especially about sustainability to design and manufacture an ‘environmentally friendly’ happy meal toy. Students will have to create a specification for their toy, design and make it and then justify its environmental credentials. |
Year 9 Food
Year 9 – Two lessons a week
Students will focus on a range of food commodities, eggs, fish, and dairy. They will learn a wide range of food skills including pastry making, knife skills, piping, icing, garnishing and sauce making. They will learn to produce high quality food products. Building on from year 8, they will deepen their understanding of the functions of ingredients in recipes learning how foods thicken and set. They will examine nutrients in greater detail, developing the knowledge and understanding of the functions and sources of a wide range of macro and micro nutrients. They will examine the provenance of common food commodities and the associated issues. They will complete a module on hospitality and catering to prepare for options.
Autumn | Spring | Summer |
Topics – Hospitality & Catering + Eggs A range of practical skills learnt through each topic. Nutrition, Hygiene and safety, food provenance, careers, food science, food presentation, food analysis and evaluation are visited within each area. | Topics – Dairy + Fish A range of practical skills learnt through each topic. Nutrition, Hygiene and safety, food provenance, careers, food science, food presentation, food analysis and evaluation are visited within each area. | Topics – Skills + Food Choices A range of practical skills learnt through each topic. Nutrition, Hygiene and safety, food provenance, careers, food science, food presentation, food analysis and evaluation are visited within each area. |
Year 9 Design Technology and Food
At this stage students have opted to take a combination of Design and Technology and food, so they take 2 lessons a week. They will focus on all of the core material areas in D&T: metals, timbers, polymers, papers and boards and textiles. They will learn a wide range of practical and designing skills including isometric drawing, using CAD, cutting, abrading, assembly and finish.
Students will learn a range of food skills and will learn how to produce high quality food products. They will develop their knowledge and understanding of the functions of ingredients and nutrition. They will learn about some food commodities, the correlating nutrients and the provenance of these foods.
GCSE Design and Technology
Edexcel
Year 10 Design and Technology
The GCSE is made up of two components: 50% NEA and 50% examination. In year 10 students will focus on the knowledge and skills that form the core of the GCSE theory. They will complete some focused practical tasks and begin the iterative design process for their GCSE NEA.
Autumn | Spring | Summer |
Across the term students will learn about the types, categories, uses and properties of materials including textiles, timbers, metals, polymers and papers and boards. In Half term 2 students will also begin to develop their timbers workshop skills and knowledge of tools and equipment through the Christmas box project and will begin to learn about mechanisms. | In half term 1 students will develop their workshop skills with small-scale timbers projects using a range of hand tools and workshop machinery. In half term 2 students will begin a practise NEA project to develop their skills in research, design and modelling in preparation for the June 1st release of their NEA contexts. | Half term 2: Following the NEA context release on the 1st June, students will begin research leading to the brief and specification for their NEA. |
Year 11 Design and Technology
Students will complete the NEA from the iterative design process they began in year 10, through all of the stages and then complete the manufacture of their final prototype. They will learn the knowledge of their specialist material and sit an end of year examination worth 50%.
Autumn | Spring | Summer |
NEA Design, modelling and manufacture | NEA Evaluation and theory of mechanisms, electronic systems, sustainability and user needs as well as some timbers manufacturing skills. | Exam Preparation: Materials revision, exam technique, small scale manufacture using timbers equipment and hand tools. |
Food preparation and nutrition
YEAR 10
Throughout year 10 students are learning about the different food commodities, sustainability, food safety, the science behind cooking, factors affecting food choices and nutrition.
Autumn | Spring | Summer |
Fruits & Vegetables (Nutrients, storage, classification, provenance, science, grown/reared, dietary considerations) Food Spoilage Fibre + Micronutrients NEA 2 – Evaluation Knife skills Pastry Finishes – Piping & Lattice Dairy Products (Nutrients, storage, classification, provenance, science, grown/reared, dietary considerations) -Cheese -Milk -Cream -Yogurt -Butter Macronutrients NEA 2 – Primary research NEA 2 – Dovetail Setting ingredients, coagulation & gelatine NEA 2 – Presentation | Cereals (Nutrients, storage, classification, provenance, science, grown/reared, dietary considerations) Bread Cake Choux pastry NEA1 – Dextrinisation.(Practical & Analysis) NEA1 – Raising Agents (Research and hypothesis) Primary and secondary processing Life stages & energy balance NEA 1 Sugar in cakes (Research & practical) Pasta making Food Labelling Meat, poultry, fish & eggs (Nutrients, storage, classification, provenance, science, grown/reared, dietary considerations) Jointing Filleting Marinating Battering Enrobing Cooking methods Food choices – Medical & lifestyle -Religion & culture Suet pastry Ruff puff pastry Farming, provenance & sustainability | Food choices – Medical & lifestyle -Religion & culture Suet pastry Ruff puff pastry Farming, provenance & sustainability Fats, oils, sugar, syrup & soya etc (Nutrients, storage, classification, provenance, science, grown/reared, dietary considerations) Meringue Presentation Meat alternatives Use of ‘explore foods’ NEA 1 – Analysis of results MOCKS NEA 2 Mock |
YEAR 11
Students develop practical skills throughout the year and along with the theory use in their two pieces of NEA (non exam assessment) work in year 11.
Autumn | Spring | Summer |
NEA 1 – Mock Research Methods Hypothesis – Writing one Planning and doing an experiment Showcasing results Analysing data NEA 1 – Real Assessment -Released September 1st Research Methods Hypothesis – Writing one Planning and doing an experiment Showcasing results Analysing data | NEA 2 – Real Assessment -Released November 1st Understanding the brief Plan of action Primary research Using tables & charts to show data. NEA 2 – Real Assessment Secondary research Justifying dishes. Dovetail Planning Practical Trials NEA 2 – Real Assessment 3hr Practical Evaluation | Revision – Practice of the different elements in the exam Commodities Nutrients Dietary Needs Food Choice Provenance Preparation and cooking methods Science of food Food spoilage |
A Level Product Design
Edexcel Product Design Year 12
The course is underpinned by a series of short design and make projects to further develop knowledge and understanding of materials, processes, clients and analysis, alongside the delivery of the theoretical knowledge and analysis of the issues in Design today.
Edexcel Product Design Year 13
Students complete an NEA worth 50% of the course which involves designing and making a high quality product, embedding a wide range of knowledge and skills. There is also an examination at the end of year 13 worth a further 50% of the course.