Design & Technology

Curriculum Intent

Design & Technology aims to develop mindful confident students who have excellent practical skills, technical knowledge and are equipped to independently prepare healthy nutritional dishes.

Homework Intent

To reinforce learning within the classroom and to provide students with the opportunity for independent learning through research-based tasks.

At Key Stage 3 students follow a scheme of work developed by the department to deliver the national curriculum and enable them to select a Design & Technology option at the end of the Key Stage.
Students are taught to design, make, evaluate, practise their skills and develop their technical knowledge in the full range of Design & Technology contexts, including:

• In Design & Technology (D&T) students are taught using an iterative design process to design innovative, functional and appealing products. They are taught to select and use specialist tools, techniques and processes, choosing from a wide range of materials and components.

• In Cooking & Nutrition (C&N) students are taught to understand and apply the principles of health and nutrition, to cook a range of savoury dishes to feed themselves and others a healthy and varied diet and to understand the sources, seasonality and characteristics of a broad range of ingredients.

Key Stage 3 Curriculum Map

Summary Curriculum Plan

Year 7 D&T

Year 8 D&T

Year 9 D&T

Year 7 C&N

Year 8 C&N

Year 9 C&N

Assessment Bands

Students will follow national guidelines throughout Key Stage 3 to support and prepare them for their Key Stage 4 courses. The school operates a banding system of 1-9 (9 being the highest band). Students will be given a target based on their Key Stage 2 scores and baseline assessments on arrival at Edgbarrow. The band they are awarded at the end of the Key Stage is intended to be indicative of the grade they may achieve at GCSE.

FOR YEAR 7 ONLY: We have recently changed the way in which we track progress in Key Stage 3. The new format is currently in operation with Year 7 only. In each individual subject, students are given one of three progress bands: foundation, intermediate and higher. These bands are based on Key Stage 2 scores, as well as evidence gathered by class teachers. Throughout Key Stage 3, students will be judged to be meeting, exceeding or below expectations for their given band. The headline criteria for each of these bands can be found below. More information about the new banding format will be given to Year 7 parents/carers well in advance of the first Student Progress Report, which is sent to parents at the beginning of February.

Year 7 Assessment Bands

Years 8 & 9 Assessment Bands

Curriculum Intent

At Key Stage 4 Design & Technology aims to develop mindful confident students who have excellent practical skills, technical knowledge and are equipped to succeed in the next step of their educational path.

Homework Intent

To reinforce learning within the classroom and to provide students with the opportunity for independent learning through research-based tasks.

Students can choose from a wide range of Design & Technology subjects:

Engineering

This course is ideal for students who want to study engineering from the designing and planning perspective. It provides learners with a broad introduction to the engineering sector and the types of career opportunities available. It is a vocational hands-on course aimed at developing core skills in making high-quality products. During the course, students will have the opportunity to develop traditional skills and also use modern technology practices (laser cutting, 3D printing).
60% controlled assessment; 40% examination

Product Design

This course places an emphasis on a practical approach to designing, making and evaluating products that meet real-life needs using a graphical presentation and modelling techniques. The following areas build the basis for the Product Design course: Core Knowledge, Technical Knowledge, and Designing & Making principles. In Year 10, a wide range of presentation and modelling techniques are taught to extend pupils’ practical skills. These techniques include freehand sketching, isometric drawing, 1 and 2 points perspective, orthographic drawing, form shading and textures. Considerable time is also spent on computer graphics, CAD and 3D model making. 
50% controlled assessment; 50% written examination.

Hospitality and Catering

This course is ideal for students who want to learn about this vocational sector and the potential it can offer them for their careers or further study in one of the largest industries in the country.
It is a practical led course where students will gain various skills in problem-solving, researching, presentation, team-working and the preparation and delivery of professional food.
60% controlled assessment; 40% examination.

Summary Curriculum Plan

Year 10 Engineering

Year 11 Engineering 

Year 10 Product Design

Year 11 Product Design

Year 10 Hospitality & Catering

Year 11 Hospitality & Catering

Curriculum Intent

At Key Stage 5 Design & Technology aims to further develop confident students who have excellent practical skills, technical knowledge and are equipped to succeed in the next step of their educational path or pursue a career in one of the many fields of design or engineering.

Homework Intent

To reinforce learning within the classroom and to provide students with the opportunity for independent learning through research-based tasks.

At A-Level, students can opt to study Product Design. The new D&T Product Design course is an Edexcel A-Level course.

A general overview of the course is that they will prepare students with design skills for the future and should equip students with current skills in recognising the design needs of other people and develop an understanding of how current global issues, including integrating technology, impacts on today’s world.

This is a two-year course: coursework 50% and a written theory exam 50%

The theory paper(s) will include open- and short-ended questions as well as extended writing questions testing the students’ knowledge of materials, product analysis, health and safety, the wider impacts of design and industrial and commercial practice.  The theory paper(s) will also include a 15% mathematical element.

Future opportunities

Students who complete this course will gain skills that are useful in a wide range of jobs, in further study of design and in their personal life (including decision-making skills and the planning and organisation of time and resources). Typical university and career aspirations from this course include and are not limited to product design, engineering, architecture, graphic design, furniture design, industrial design, theatrical set design, interior design, materials engineering, advertising design, exhibition design, engineering design. 

Summary Curriculum Plan

Year 12 Product Design  

Year 13 Product Design

Intent

It is our intent that pupils with special educational needs/disabilities (SEND) follow the same curriculum, learn alongside their peers and achieve similar outcomes.

In addition, they may benefit from additional opportunities in the lessons and in the co-curricular activities that are arranged especially for them.

SEND Implementation and Impact

Pupil Premium Intent

Reading Aims:

• To ensure students are equipped to understand key terms/words in questions.
• To ensure students are aware of using a range of independent reading strategies to aid comprehension when reading.
• To support students in understanding subject specific vocabulary that they encounter in their reading.
• To encourage students to read for pleasure outside of the lessons (further reading, magazines, recipes, cook books, online blogs, news).

Writing aims:

• To ensure students are equipped with strategies to construct their answers.
• To ensure students are equipped with a range of independent strategies to enable them to plan their answers carefully.
• To equip students with strategies to reflect on and redraft their writing.
• To explicitly teach spelling of key words used in Design & Technology.

Spoken Language Aims:

• To ensure students are equipped to use a range of vocabulary as well as subject specific vocabulary in their spoken language.
• To support students to use spoken Standard English.
• To teach students how to listen and respond formally.
• To provide students with opportunities for structured talk.

Select for Literacy Strategies

Key Stage 3

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Key Stage 4

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Key Stage 5

Select to view current reading lists.

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