DESIGN TECHNOLOGY
Department Vision
Students experience the three subject areas of Design Technology/Designing the Built Environment/Food Preparation and Nutrition at KS3, and can then choose to pursue these options at KS4/5
Students will develop their knowledge and skills in the three specific areas of: Design Technology, Designing the Built Environment and Food preparation and Nutrition, whilst developing confidence and pride in their work, including career specific learning and life skills. Students will develop their creative and problem-solving skills as they progress through each year, and develop resilience and self-motivation enabling them to become independent learners by the time they complete their A level studies. Leading to students going in to careers in the Built Environment, Engineering, Design and Hospitality sectors
Year 7
Year 7
| Term | Topic | Learning Outcomes |
| 1 – 6 | Design Technology -Trebuchet | Students will develop practical skills using hand tools, pillar drills and belt sander to manufacture a working trebuchet.They will also develop a knowledge of materials, tools and equipment and Health and safety which will be tested.Maths in DT – Calculating area of components |
| 1 – 6 | Designing the Built Environment -Kitchen Design | Students will develop drawing skills using 2D/3D hand drawing techniques as well as CAD, to produce design for a kitchen including a detailed plan view, isometric view, 3D CAD model and a card model.They will also develop a knowledge of drawing techniques, scale and basic building design which will be tested. |
| 1 – 6 | Food Preparation and Nutrition -Recipes and Health and Safety | Students will develop practical skills using cutting, baking, kneading to prepare recipes such as fruit salad, scones, pizza and carrot cakes. They will also develop a knowledge of hygiene and safety hazards which will be tested. |
Year 8
Year 8
| Term | Topic | Learning Outcomes |
| 1 – 6 | Design Technology -Helping Hand | Students will further develop practical skills using hand tools, pillar drills and belt sander, as well as using wood chisels to manufacture a helping hand.They will also further develop their knowledge of materials, tools and equipment, Health and safety as well as developing a knowledge of linkages and ergonomics which will be tested.Maths in DT – Calculating volume of components |
| 1 – 6 | Design Technology/DBE –F1 in Schools | Students will further develop their practical skills using hand tools, to manufacture a model of an F1 car.They will also further develop their knowledge of materials, tools and equipment as well as developing a knowledge of forces and structures which will be tested. |
| 1 – 6 | Food Preparation and Nutrition – Recipes and Nutrition | Students will further develop practical skills using cutting, baking, boiling, frying to prepare recipes such as decorated shortbread, fajitas, spaghetti bolognese and mini cheesecakes.They will also further develop their knowledge of hygiene and safety hazards as well as learning about bread making and nutrition which will be tested. |
Year 9
Year 9
| Term | Topic | Learning Outcomes |
| 1 – 6 | Design Technology –Alarm and Automata | Students will further develop practical skills using hand tools, pillar drills and belt sander, as well as soldering to manufacture an electronic alarm and a mechanical Automata.They will also further develop their knowledge of materials, tools and equipment, Health and safety as well as developing a knowledge of electronic components and cams which will be tested. |
| 1 – 6 | Designing the Built Environment –Sports Clubhouse | Students will further develop drawing skills using 2D technical drawing techniques as well as Revit Professional CAD software, to produce a CAD model for a sports clubhouse.They will also further develop their knowledge of drawing techniques, scale and basic building design including sustainability which will be tested. |
| 1 – 6 | Food Preparation and Nutrition –Recipes and Nutrition | Students will further develop practical skills using cutting, baking, boiling, frying, grilling to prepare recipes such as designing and producing their own burgers, choux buns and quiches, sweet and sour chicken and cupcakes.They will also further develop their knowledge of hygiene and safety hazards, as well as learning more on nutrition which will be tested. |
Constructing The Built Environment – Years 10 & 11
Constructing the Built Environment Tech Level 2 – Year 10 New course starting in 2022
| Term | Topic | Learning Outcomes |
| 1 – 2 | Unit 1 | Develop an understanding of the construction sectorDevelop a knowledge of Trades, employment and careers in the construction sector |
| 1 – 2 | Unit 2 | Develop skills development relevant to identifying and calculating informationDevelop skills development relevant to setting success criteriaDevelop skills relevant to the evaluation of design tasksDevelop skills development relevant to the drawing of plans and elevations using drawing instruments or CAD |
| 3 – 4 | Unit 1 | Develop a knowledge of the Types of buildings and structuresDevelop a knowledge of the Technologies and materials used in the construction sector |
| 3 – 4 | Unit 2 | Skills development relevant to 2D and 3D modelling (CAD) |
| 5 – 6 | Unit 2 | Introduction to the Controlled Assessment BriefUnit 2 -Controlled Assessment (30 hours in total) |
Constructing the Built Environment Tech Level 2 – Year 11 New course starting in 2022
| Term | Topic | Learning Outcomes |
| 1 | Unit 2 | Unit 2 -Controlled Assessment (30 hours in total) |
| 2 | Unit 1 | Develop a knowledge of Sustainable construction methodsDevelop a knowledge of Building structures and forms |
| 3 – 4 | Unit 1 | Understanding The Built Environment life cycle Develop a knowledge of how Health and safety is addressed in the construction sector. |
| 5 | Unit 1 | Revision and Preparation for Exam |
Designing the Built Environment Level 2 – Year 11 Legacy course final year 2022/23
| Term | Topic | Learning Outcomes |
| 1 – 2 | Unit 3 | Developing a knowledge of the following:the structure of buildingsunderstand how properties of materials affect their use in buildingsunderstand how buildings can be sustainableUnit 3 – Practice NEAUnit 3 – NEA Controlled Assessment (6 hours in total) |
| 3 – 4 | Unit 1 | Developing a knowledge of the following:understand planning requirements for construction projectsunderstand how infrastructure influences designbe able to report on the potential of built environment projectsUnit 1 – Practice NEA 1Unit 1 – Practice NEA 2 |
| 5 | Unit 1 | Revision and preparation for external NEA.Unit 1 External NEA in the first two weeks of May (6 hours in total) |
DT – Years 10 & 11
DT Year 10
| Term | Topic | Learning Outcomes |
| 1 – 2 | Component 1 | Making the mood light developing making skillsLearning about basic electronicsLearning about wood and plasticLearning how to combine different materials Creating images in CADDeveloping technical drawing skills; Isometric, orthographic and exploded views Theory Chapter 1,2,3,4 and 5 PowerPoint lesson with classwork and H.W sheets |
| 3 – 4 | Furniture design | Developing design skills – Initial ideasDeveloping sketching skills Learning to develop ideas into realistic final outcomesDeveloping final drawing and presentation techniques Learning 3D modelling techniquesFurther develop the use of CAD in design development Theory Chapter 8 Natural and manufactured timber – in-depth understanding |
| 5 | BOS project | Engineering skillsLearning how to use; milling machine, lathe CNC router |
| Theory chapter 12 – Develop and apply core knowledge | ||
| Theory chapter 13 – Design in the 21st centuryTheory chapter 14 – Understanding design and make task | ||
| 6 | Start NEA preparation | Section 1 of NEA – Research, brief and design specification Maths preparation – Maths in DT booklet |
DT Year 11
| Term | Topic | Learning Outcomes |
| 1 – 2 | NEA | Complete design ideas and development of ideas |
| 3 – 4 | Component 2 | Final design and manufacture of project |
| 5 | Revision and preparation for the examination | |
| 6 | Revision and preparation for the examination |
Food Preparation & Nutrition – Years 10 & 11
Food Preparation and Nutrition Year 10
| Term | Topic | Learning Outcomes |
| 1 | Health, Safety and Hygiene and Fruit and Fruit and Vegetables | Students will develop their understanding of safe, hygienic rules and regulations which must be followed in a food preparation environment. They will also learn about fruit and vegetables, how they are grown and the nutritional information about this commodity. They will develop their practical skills by creating dishes based around fruit and vegetables, to develop and demonstrate their cutting skills. Practical lessons will include making vegetable stir fry, vegetables tarts and fruit creations. At the end of the term, students will be tested on their knowledge of health safety and hygiene as well as fruit and vegetables. |
| 2 | Cereals | Students will learn about cereals and grains, how they are grown and the processing they go through to turn into primary and secondary products. They will also learn about the nutritional contents of this commodity. Students will develop a range of practical skills to enhance their knowledge of cereals and grains. Practical lessons will include making bread, pasta and pastry from scratch. At the end of the term, students will be tested on their knowledge of cereals. |
| 3 | Dairy | Students will learn about dairy, how ingredients are produced and the processing they go through to turn into other products. They will also learn about the nutritional contents of this commodity. Students will develop a range of practical skills to enhance their knowledge of dairy. Practical lessons will include making panna cottas and chocolate eclairs At the end of the term, students will be tested on their knowledge of dairy. |
| 4 | Protein | Students will learn about protein, how meat and eggs are produced and how they are processed. They will also learn about different farming methods and the conditions in which animals are reared. They will also learn about the nutritional contents of this commodity. Students will develop a range of practical skills to enhance their knowledge of protein. Practical lessons will include learning how to portion chicken and fillet fish as well as ensure the meat is cooked thoroughly for consumption. At the end of the term, students will be tested on their knowledge of protein. |
| 5 | Alternative Protein | Students will learn about alternative protein, how these produced are made and what they are made from. They will also learn about the nutritional contents of this commodity and how people who follow an alternative diet can ensure they consume all the nutrients they need. Students will develop their practical skills and knowledge of these alternative proteins by taste testing different dishes and producing dishes such as bean burgers, thai green curry and tofu noodles. At the end of the term, students will be tested on their knowledge of alternative protein. |
| 6 | Fats and Sugars | Students will learn about fats and sugars, how these ingredients are made and how they affect the products they are used in. They will also learn about the nutritional contents of this commodity and how we can reduce the amount we consume to lead a healthy lifestyle. Students will also be introduced to food experiments this term in order to prepare them for the NEA in year 11. Students will develop their practical skills and knowledge of fats and sugars by producing dishes such as macarons and mini victoria sponges. At the end of the term, students will be tested on their knowledge of fats and sugar. |
Food Preparation and Nutrition Year 11
| Term | Topic | Learning Outcomes |
| 1 – 2 | NEA 1 | Students will be revisiting practical skills at the beginning of the year before starting on their NEA 1. This is a controlled assessment where students will be investigating the working properties of ingredients to complete a task set by the exam board. Students will be working independently to research a given task, carry out an experiment to prove their hypothesis and evaluate the results. This will make up 15% of their GCSE grade. |
| 3 – 4 | NEA 2 | Students will be completing their NEA 2, their second controlled assessment where they will be given a task to prepare, cook and serve three dishes in three hours. Students will carry out research around their given task, trial possible dishes and produce a detailed time plan they will follow in their final practical exam. Students will then produce an evaluation from feedback they received and reflect on their performance in the practical exam. |
| 5 – 6 | Revision | Students will be given the opportunity to revisit topics covered in year 10 in preparation for their final written exam. Past papers will be available for students to use as part of their revision. |
Professional Construction Practice – WG6 Post 16
Professional Construction Practice Year 12
| Term | Topic | Learning Outcomes |
| 1 – 2 | Unit 1 | LO1 Understand the various stages of the design process and the principals involved in taking a design through the complete design cycleLO2 Understand the purpose of the planning process and the various stages of the planning application process; and be able to evaluate the important factors that affect planning decisionsNEA |
| 3 – 4 | Unit 1 | LO3 Understand the main health, safety and environmental factors influencing the design of the built environmentLO4 Understand the provision of primary services utilities to the design of buildings in terms of the main features and basic operating principlesNEA |
| 5 – 6 | Unit 1 | NEA (20 hours in total) |
| 1 – 2 | Unit 2 | LO 1 Understand the main job roles and their relationship to each other within the built environment and explore typical career pathways, qualifications, and progressionLO 2 Be able to identify and evaluate the construction processes required to construct the sub and superstructures of a range of buildings, including finishes and servicesLO3 Be able to identify and evaluate a range of project management tools and techniques |
| 3 – 4 | Unit 2 | LO4 Be able to identify and evaluate a range of quality assurance and project monitoring processesLO5 Be able to identify and evaluate the health, safety and environmental factors influencing the creation of the built environmentLO6 Be able to compare existing and developing processes used in the creation of the built environment and evaluate their impact |
| 5 | Unit 2 | Revision and preparation using past papersMock Examination |
| 6 | Unit 2 | External Exam in June |
Professional Construction Practice Year 13
| Term | Topic | Learning Outcomes |
| 1 – 4 | Unit 4 | LO1 Be able to understand the basic principles and benefits of BIM within the context of the built environmentLO2 Be able to understand the UK BIM Maturity Levels and use of COBie for information exchangeLO3 Be able to produce basic BIM information for a building project and create information exchangesLO4 Be able to understand the relevance of the UK standards to be used and reviewed when working on a BIM projectLO5 Be able to describe the basic terminology in relation to BIM, including roles, technology and processes of a BIM ProjectUnit 4 NEA (40 hours in total) |
| 1 – 5 | Unit 3 | LO1 Be able to describe and evaluate ways of engaging stakeholders and communities, in the development and use of the built environment and the local infrastructure including transportLO2 Be able to identify ways of protecting and maintaining the environment during use of the built environmentLO3 Be able to identify and evaluate ways of protecting the physical structure of the built environmentLO4 Be able to examine the basic principles of soft landings and how post occupancy evaluation can ensure the soft landings approach was considered and developedPractice examination papersExternal exam in June |
Related Careers
Design and Technology
Web link to careers https://www.bbc.co.uk/bitesize/tags/zn7h8xs/jobs-that-use-design-and-technology/1
Mechanical Engineer
Electrical Engineer
Electronic Engineer
Production manager
Graphic Designer
Craftsperson
Product designer
Interior design
Designing the Built Environment Careers
Web link to careers https://www.goconstruct.org/educational-resources/interactive-careers-map/
Architect
CAD technician
Civil engineer
Structural Engineer
Building Services Engineer
Site Manger
Quantity surveyor
Sustainability manager
Food Preparation and Nutrition
Web link to careers https://www.bbc.co.uk/bitesize/tags/zvty7nb/jobs-that-use-food-and-nutrition/1
Chef
Restaurant manager
Food Scientist
Nutritionist
