DESIGN AND TECHNOLOGY
STAFF
Head of Department and Teacher of Food Preparation and Nutrition/Head of Year 7: Miss E Stott
Assistant Head Teacher and Teacher of Design Technology: Mr G Pritchard
Teacher of Design and Technology: Mrs T Thomas (Tue, Weds, Thurs, Fri)
Teacher of Design and Technology & Food Preparation and Nutrition: Ms G Virdi
Teacher of Food Preparation and Nutrition: Mrs P Bhachu (Tue, Weds, Thurs, Fri)
Technology Technician: Mrs S Malin
INTENT
The curriculum we offer is broad, balanced and aspirational and allows our pupils’ to: manage and control risks, work safely and independently with a variety of tools and materials, become resourceful, innovative, enterprising and capable citizens. We aim for all pupils to make outstanding progress by removing any potential barrier to learning, and ensuring an engaging, inclusive and relevant curriculum is delivered in a specialist and well-equipped environment. Our spiral curriculum builds on prior learning and allows pupils to take part in an inspiring and rigorous practical subject that encourages them to use their creativity, imagination and social skills to design and make products that solve real and relevant problems in a variety of contexts, and prepares them for their next stage of education, training or employment. In Design and Technology pupils will also have the opportunity to experience a wide range of cultural capital opportunities, from in class work around designers to extra-curricular clubs and trips.
KEY STAGE 3
Pupils in Years 7 and 8 receive 2 hours per week of Design and Technology lessons while pupils in Year 9 receive 1 hour per week. During an average 9-week module they will develop both designing and manufacturing skills in a wide range of different material areas including wood, metal, plastic, fabrics, paper/card and food. In year 9 pupils opt to study either GCSE Design and Technology, GCSE Food Preparation and Nutrition or GCSE Engineering.
KEY STAGE 4
At KS4 girls study their specialist area at GCSE level. Those studying Design and Technology have the opportunity to specialise in one or more of the following material areas: Textiles fibres and fabrics; papers and boards; natural and manufactured timbers. D&T results are consistently good and either in line or above national statistics.
Click to view the PDF version of the Programme of Study.
DESIGN AND TECHNOLOGY
KEY STAGE 3
Please refer to the programmes of study to see what projects are completed. Each pupil will study all projects but at different points in the school year dependant on what teaching class they are in.
KEY STAGE 4
We currently follow OCR DESIGN AND TECHNOLOGY course. The qualification consists of two main elements: The NEA (non-examined assessment) task which accounts for 50% of their final GCSE which is a design and make task: and a written exam at the end of the course which is worth 50%.
EXAM BOARD
OCR
WHY STUDY DESIGN AND TECHNOLOGY?
Design and Technology/Food is one of the subjects that all pupils will study up to GCSE level at Selly Park. We make the programme of learning very exciting and relevant to the technological environment.
A GLANCE AT THE SPECIFICATION
Exam 50% – Written Paper (2 hours, 100 marks)
This is a single-tiered paper consisting of three Sections:
The paper is split into two sections.
Section A (55 marks)
This section of the paper consists of three sets of wider questions that predominantly require learners to demonstrate their ‘core’ knowledge, however, there may be some questions that rely on learner’s ability to drawn on their ‘in-depth’ toolkit of knowledge.
• Learners will be required to answer all questions.
•There will be a mixture of different levels of questions.
•There will be one extended response question.
Section B (45 marks)
This section of the paper will predominantly assess ‘in-depth’ knowledge.
Learners will be able to choose a product within a situational context in order to demonstrate their deeper understanding of materials and/or systems and the developments and manufacture of prototypes and products in relation to their main area of learning.
•Learners will be required to answer all questions.
•There will be a mixture of different levels of questions.
•The questions will have a main focus on the in-depth knowledge within Sections 5, 6 and 7 of the exam content.
•There will be one extended response question.
A minimum of 15% of the paper will assess learners’ mathematical skills as applied within a design and technology context. Use of calculators is permitted in the written examination.
NEA (Non-Examined Assessment) 50% – Iterative Design Challenge released on June 1st (Year 10)
The Iterative Design Challenge is a single task component, worth 100 marks and covering 50% of the qualification. The Iterative Design Challenge gives learners the opportunity to demonstrate their knowledge, understanding and skills over time in order to realise a valid outcome that reflects real world design considerations. This component is internally assessed and externally moderated.
HOME LEARNING
Home learning is issued every other week and concentrates on extended pupil’s theoretical knowledge of the practical topics they study in class.
EXTRA-CURRICULAR ACTIVITIES
Different workshops are available most break and lunch times for students to make use of catch-up facilities.
FOOD PREPARATION AND NUTRITION
KEY STAGE 3
Please refer to the programmes of study to see what projects are completed. Each pupil will study all projects but at different points in the school year dependant on what teaching class they are in.
KEY STAGE 4
We currently follow AQA FOOD PREPARATION AND NUTRITION course. The qualification consists of three main elements: Two NEA (Non-examined assessments) tasks account for 50% of their final GCSE: and a written exam at the end of the course which is also worth 50%.
EXAM BOARD
AQA
NEA TASK 1: FOOD INVESTIGATION (15%)
Students' understanding of the working characteristics, functional and chemical properties of ingredients. Practical investigations are a compulsory element of this NEA task.
NEA TASK 2: FOOD PREPARATION ASSESSMENT (35%)
Students' knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to the chosen task. Students will prepare, cook and present a final menu of three dishes within a single period of no more than three hours, planning in advance how this will be achieved.
HOW IT'S ASSESSED
NEA Task 1: Written or electronic report (1,500–2,000 words) including photographic evidence of the practical investigation.
NEA Task 2: Written or electronic portfolio including photographic evidence. Photographic evidence of the three final dishes must be included.
WRITTEN EXAM (50%)
What's assessed:
Theoretical knowledge of food preparation and nutrition.
How it's assessed:
• Written exam: 1 hour 45 minutes
• 100 marks
• 50% of GCSE
Questions
• Multiple choice questions (20 marks)
• Five questions each with a number of sub questions (80 marks)
HOME LEARNING
Homework is set every other week and builds upon students' classroom teaching.
EXTRA-CURRICULAR ACTIVITIES
There is a Food Technology Club every Wednesday after school from 3:15 to 4:15pm.
ENGINEERING
KEY STAGE 3
Please refer to the programmes of study to see what projects are completed. Each pupil will study all projects but at different points in the school year dependant on what teaching class they are in.
KEY STAGE 4
We currently follow AQA GCSE Engineering course. The qualification consists of two main elements: The NEA (non-examined assessment) task which accounts for 40% of their final GCSE which is a design and make task: and a written exam at the end of the course which is worth 60%.
EXAM BOARD
AQA
WHY STUDY ENGINEERING?
We make the programme of learning very exciting and relevant to the technological environment As well as being a subject that offers great opportunities with career progression in a wide range of Engineering fields.
A GLANCE AT THE SPECIFICATION
Exam 60% – Written Paper (2hours, 100 marks)
This is a single-tiered paper consisting of three Sections:
Questions
• Multiple choice questions assessing breadth of knowledge.
• Short answer questions assessing in depth knowledge, including calculations.
• Multiple choice questions related to the application of practical engineering skills.
• Extended response questions drawing together elements of the specification.
NEA (Non-Examined Assessment) 40% – Practical Engineering released on June 1st (Year 10)
The Iterative Design Challenge is a single task component, worth 80 marks and covering 40% of the qualification.
What's assessed
• Application of skills, knowledge and understanding in a practical context.
• Analysis and evaluation of evidence.
How it's assessed
• A brief set by AQA released on 1 June in the first year of study.
• 80 marks
• 40% of GCSE
Questions
Students produce:
• engineering drawings or schematics to communicate a solution to the brief.
• an engineering product that solves a problem.
HOME LEARNING
Home learning is issued every other week and concentrates on extended pupil’s theoretical knowledge of the practical topics they study in class.
EXTRA-CURRICULAR ACTIVITIES
Different workshops are available most break and lunch times for students to make use of catch-up facilities.