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Design & Technology
Some of the best achievements students and adults can make are in manufacturing, be it products for people to use, one-off bespoke items, restoration, maintenance of items or creating something for wider society to use.
There is no better feeling than getting something working again that hasn’t worked for years! Some of the greatest historical achievements are in the fields of Design and Technology, and Engineering.
‘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.’ Adapted from National Curriculum, DfE, 2014.
We help students develop entrepreneurial skills that could be used to create or set up businesses in the future. We encourage students to consider the environment when designing and become sustainable and ethical thinkers. We develop confidence and resilience when working with your hands to manufacture products. Ultimately, we want to develop the problem solvers and innovators of the future.
The ability to look after resources, property, housing, vehicles etc in the future will help to look after the environment and budgets. Problem-solving is a big part of society in making people's lives better. Students also have the potential to develop new products, set up businesses and employ a workforce. Engineering supports society in almost everything we do, from the clothes we put on, the transport we use, the methods of communication available to us and how we feed an ever-growing population to name but a few. For students to contribute to this area has the potential to be life-changing.
Key Stage 3 Curriculum – Design and Technology
| Year | Autumn | Spring | Summer |
|
7
|
Modelling with card to manufacture a festive themed card | Basic hand tool manufacturing practice using recycled materials | Themed picture frame manufacture |
|
8
|
Computer Aided Design (CAD) practice on 2D Design | Laser manufacture of the torch case | Pine survival box manufacture |
|
9
|
Sublimation printing onto fabrics using geometric design | Up-cycled cushion manufacture using recycled materials | Personal organiser production using manufactured boards |
Key Stage 3 and 4 Curriculum – Engineering
| Year | Autumn | Spring | Summer |
|
7
|
Jumping stick mechanisms using tension and compression | Metal working tools and equipment manufacturing the multi-tool | Multi-tool manufacture including finishing techniques |
|
8
|
Circuit manufacture for the USB rechargeable torch | Further circuit manufacture and soldering processes | Assembly of the laser cut case for the USB rechargeable torch |
|
9
|
Cleating the wooden articulating joints for the phone holder | Manufacture of the phone holder base using composite materials and vacuum formed mould | Aluminium phone holder manufactured from sheet metal |
| 10 |
Theme – Engineering Disciplines Understanding features of Mechanical, Electrical, Electronic, Aerospace, Telecommunications, Chemical, Civil, Automotive, Bio-medical and Software Engineering |
How to carry effective Production Planning. Health and Safety in the workplace including Regulations, Risk Assessment and Machine Safety. Tool and equipment planning for practical projects. Technical Drawing techniques for Engineers. |
Understand Material Properties for Woods, Metals, Plastics, Composites and Ceramics. Understanding SI Units including Ampere, Candella, Kilogram, Kelvin, Metre, mole and Second. Understanding Equations for Electricity, Geometry, Energy, Forces and Motion. Computer Aided Design (CAD) practice to develop skills developing products on the computer in collaboration with others |
| 11 |
Continue CAD work to develop skills designing products on the computer in collaboration with others in preparation for the synoptic project Synoptic project started with research and materials selection |
Synoptic project continued with design, planning, manufacture and testing all completed | Revising key skills and topics |
Key Stage 3 and 4 Curriculum – Food and Nutrition
| Year | Autumn | Spring | Summer |
| 7 |
Couscous Salad Banana and Oat Chicken Goujons |
Fajitas Savoury Muffins Bread |
Flapjack Pasta Salad |
| 8 |
Cheese Straws Scones Pizza Swirls |
Quiche Fruit Crumble Sponge Cake |
Repeated/improved practical and manufacture of the savoury and sweet products designed by the student |
| 9 |
Chicken Fried Rice Carrot Cake Curry |
Brownies Chocolate Chip Cookies Gingerbread |
Bread Flavoured Bread Pizza |
| 10 |
What is a balanced diet and how can we ensure we have one? How can a poor diet and lifestyle cause major diet related health issues? What is the structure, types and sources of protein? What are the sources, function and categories of carbohydrates? What are the functions and sources of fat? What are the differences between saturated and unsaturated fat? |
Why do we cook food and what are the methods of heat transfer? What are the food science key words and how will this apply to my NEA1? What is the science behind gelatinisation? How does caramelisation occur in food? What are the different functions of fat and oils in our food products? What is the difference between the four raising agents? |
What factors influence our food choice? How do religion and ethics affects food choice? How do international cuisines differ? What are the ethical and moral issues in food production? What are the primary and secondary processing methods of wheat? What are the primary and secondary processing methods of milk? |
| 11 |
Micronutrients – what are they and why do we need them? Why is water essential to our health? What affects our energy needs and how can we calculate this? How do nutritional and dietary needs differ between groups of people? How do food allergies and intolerances impact diet? How can we modify recipes? What is a scientific investigation and how can we conduct one? |
How do our senses work together to influence the enjoyment of food? What is sensory analysis and how can we conduct one? What is a star profile and how can I make one? What are the controls and conditions needed for microorganism growth on foods? What information is required on food packaging by law? |
What are the different preservation methods that allow foods to have a longer shelf-life? How are cereals, sugars, vegetables and fruit grown and classified? How are meat and poultry reared? What are the different fishing methods and their advantages and disadvantages? |