Technology

Year 7 Students complete design work for the Ice Scraper Project before moving to the workshops where they are introduced to a variety of bench tools and hand finishing processes. Later in the year they will work on a torch or lamp project which will use basic electronics as well as further design skills. Computer Aided Design (CAD) is introduced and all students experience Computer Aided Manufacturing (CAM).

Year 8 The School Bag Project develops the students experience of designing and allows them to to be adventurous and creative with their work. That then use a variety of new tools and equipment as part of the Pad Holder and Desk Tidy Project which includes vacuum forming and heat forming of plastic. Further work using CAD/CAM is covered in these projects and as separate work later in the year.

Year 9 Students have the opportunity to extend their designing skills in the Orange Phone Project and they are encouraged to be as creative as possible, using internet research to identify innovative designs to act as stimulus material. The second half of this rotation is spent developing practical skills as part of the Bird Feeder Project.

We currently are following the AQA Resistant Materials course which comprises:

Coursework which accounts for 60% of the final grade and includes the designing and making of a product which currently is a small table or stool. Examination which tests knowledge from across the course, including coursework, and involves design as well as theory knowledge.

In year 10 students work on a variety of projects which broaden their skill levels and experience of a wider range of tools, equipment and machinery. CAD/CAM is used extensively. Currently projects include Tealight Holder, Nameplate, Wooden Box, Dowelling Jig and Mirror frame. Coursework starts in the summer term once these projects have been completed and builds upon the foundation of year 10 work.

The Key Stage 3 curriculum is based around five key topic principles;

1. Food, nutrition and health
2. Food science
3. Food safety
4. Food choice
5. Food provenance

In Year 7 the main focus of the teaching and learning is to bring all students practical and theoretical knowledge of food and nutrition to the same level.

The first unit of work follows the story of Betty Bacteria, researching and identifying key health and safety principles that are fundamental to cooking. This leads onto a topic which instils in the students the importance of food for their health, emotional and social well-being, using campaigns such as ‘5 a day’ and ‘The Eatwell Guide’ as well as, exploring the function, dietary source and importance of the nutrients. In these topics food commodities are investigated looking into their origins and scientific principles.

Within the schemes of work students will develop their practical skills using a wide variety of tools and equipment. Students create dishes such as; pizza snacks, savoury scones, Bolognese sauce, tomato soup, baked goods. In addition to this they design and make festive treats and luxuries for Christmas and Easter.

          

 

 

 

 

 

In year 8 we focus on the introduction of labour saving devices into practical lessons, guiding students to make safe and informed decisions about electrical pieces of equipment. Practicals include chilled flans and sponge puddings in the autumn term to support this learning.

In the spring term the focus is on ethical and topical issues surrounding the sourcing, processing and technology behind our food. Through open debate we explore and question topics such as; food miles, carbon foot printing, sustainable fishing, meat production methods, Fairtrade & organic production methods.

In the summer term students begin to apply and develop their knowledge of the nutrients, exploring factors that affect food choice such as; dietary needs, health conditions and social, economic & cultural factors. Students will have the opportunity to expand their practical skills preparing and cooking; fishcakes, fajita’s, Rogan Josh, macaroni cheese and spicy meatball bake.

 

In year 9 students study Food for 12 weeks as part of the Technology carousel. Within this time students will get a flavour for the teaching and learning at Key Stage 4. The first unit focuses on health and nutrition while investigating the food science behind flour as a food commodity, used within practicals such as pizza, calzone, pasta making and lasagne.

Students also explore other key ingredients and traditional cooking methods used within Mexican, Asian, Italian, Spanish and Greek cuisines. Within these practical lessons, students will create times to help them become more independent and  challenge their technical skills.

 

 

 

 

 

AQA GCSE: Food preparation and nutrition

 

The Key Stage 4 curriculum is based around five key topic principles;

1. Food, nutrition and health which allows students to demonstrate knowledge and understanding of the macro & micro nutrients and nutritional needs & health.

2.Food science which allows students to demonstrate knowledge and understanding the cooking of food & heat transfer methods along with the functional & chemical properties of food.

 

 

 

 

 

3. Food safety which allows students to demonstrate knowledge and understanding of food spoilage & contamination plus key principles of food safety in the buying, preparing, cooking & storing of food.

4.Food choice which allows students to demonstrate knowledge and understanding of the factors that affect food choice such as; health conditions, culture, food marketing and social & economical influences.

5.Food provenance which allows students to demonstrate knowledge and understanding of the environmental impact & sustainable food plus food processing & production principles.

 

 

 

 

 

 

Within practical sessions technical skills are assessed on their complexity as well as the 12 technical skills below:

1. General practical skills                                                   7. Prepare, combine & shape
2. Knife skills                                                                        8. Sauce making
3. Preparing fruit and vegetables                                      9. Tenderise and marinate
4. Use of the cooker                                                          10. Dough
5. Use of equipment                                                          11. Raising agents
6. Cooking methods                                                           12.Setting mixtures

 

 

 

 

How is the course assessed?

Paper 1: Food preparation & nutrition	Non-exam assessment (NEA)
This assesses the theoretical knowledge of food preparation and nutritional from sections 1 – 5 above.	Task 1: Food investigation (30 marks) Student’s understanding of the working characteristics, functional & chemical properties of ingredients. Practical investigations are a compulsory element of this NEA task. Task 2: Food preparation task (70 marks) Student’s knowledge, skills & understanding in relation to the planning, preparation, cooking, presentation of food & application of nutrition relating to the chosen topic. Students will prepare, cook & present a final menu of 3 dishes within a single 3 hour practical period.
Questions: Multiple choice questions (20 marks) 5 questions, each with a number of sub questions (80 marks)	Task 1: electronic report of 1,500 – 2,000 words Task 2: electronic portfolio

AIM

To enable pupils to gain the skills and knowledge required to design and make a textile item of their choice that resolves a storage problem.

OBJECTIVES

· To use textiles materials and equipment safely and accurately, with confidence.

· To explore the methods used to add colour and surface decoration to fabrics.

· To develop the skills needed to carry out the design process: Research, Investigation, Designing, Manufacturing and Testing/Evaluation.

· To produce a useable finished textiles product in answer to a set design brief.

COURSE CONTENT

(divided into 2 parts)

1. Skills based

· Safe use of Textiles equipment: Scissors, pins, iron

· Threading, safe and accurate control of the sewing machine

· Applying colour and surface decoration to fabric using the following techniques:

• Tie and Dye
• Fabric Crayons
• Fabric Paints
• Block Printing
• Machine stitches
• CAD/CAM embroidery
• Sublimation

· Applying appropriate components for fastening of product

2. Design and Make Task

· Complete a Design and Make task to produce a textile item to store small items such as a computer tablet, mobile phone, jewellery, writing/drawing equipment, make-up etc. Pupils will draw on the skills and knowledge gained from first part of course to complete this.

OCR GCSE ART & DESIGN: TEXTILE DESIGN

Topics Covered:

Textile Design is defined as the creation of designs and products for woven, knitted, stitched or printed fabrics and involves an understanding of fibres, yarns and fabrics.

• Pupils must explore, acquire and develop skills, knowledge and understanding through the application of techniques and processes specific to their chosen area(s) of study of Textile Design.

• Pupils must explore practical and relevant critical and contextual sources such as the work of historical and contemporary textile designers and the different purposes, intentions and functions of textile design as appropriate to their own work.

• Pupils must demonstrate the knowledge, skills and understanding through area(s) of study relevant to Textile Design.

Pupils are required to work in one or more area(s) of Textile Design, such as those listed below. Combinations of these areas are also possible:

· Constructed textiles

· Digital textiles

· Dyed fabrics

· Printed fabrics

· Fashion design

· Installed textiles

· Soft furnishings

· Stitched and/or embellished textiles Techniques

Pupils must demonstrate the ability to work creatively with processes and techniques appropriate to the chosen area(s) of study such as: weaving, surface printing (block, screen or digital), pattern making, pattern cutting, embroidery (machine or hand), knitting, batik, appliqué and collage.