Technology

Curriculum Intent 

As part of a faith school we focus on developing confidence in both students' own ability to design and create, whilst also equipping them with the skills to work by utilising the designs of others. We provide opportunities to embrace the gift of diversity and offer opportunities to educate for life. 

Implementation

• We encourage students to enhance their creativity and imagination, while designing and making products that solve real and relevant problems within a variety of contexts, considering their own and other's needs, wants and values.

• Students 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.

• Students have the opportunity to understand making healthy food choices and understand the importance of a balanced diet.   Students have the opportunity to plan, prepare and produce a range of dishes which demonstrate a balanced diet in line with the Eatwell Guide. 

• During their time in Technology they acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. 

Impact: 

High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

The key hallmarks that are reinforced through our curriculum are:

Temperance: We honour the dignity and sacredness of each person.

Hope: We embrace the gift of diversity.

Fortitude: We create community among those with whom we work and with those we serve.

Prudence: We develop holistic learning communities which educate for life.

Design Technology

The Design and Technology department aims to be an inspiring, rigorous and practical subject area. We encourage students to enhance their creativity and imagination, while designing and making products that solve real and relevant problems within a variety of contexts, considering their own and other's needs, wants and values. During their time in DT they acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Students 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. (5, 6, 7)

Key Stage 3 Design Technology 

Year 7

• Metal Bug Project - Looking at metals and their properties, focusing on developing skills in practical lessons. This will be the first time for a large number of students in a workshop so will look at the importance of health and safety. Introduction into a variety of different tools and pieces of equipment. (7)

• Pop-Up Card Project - Continuing to develop a vast understanding of different  disciplines within the subject of Design and Technology. Exploring card, paper and boards as the material focus. Continuing to develop designing and practical skills. Building on an often small understanding of D&T.(7)

• Memphis Clock Project - Within the third project of the year, looking at wood and design as the topic. Focusing on where we draw inspiration from and how to communicate this in a variety of ways. (6)

Year 8

• CAD/CAM Headphone Tidy Project - Moving forward in developing students' technology capabilities from simple computer based skills into CAD and CAM. Looking at 2d Design and the Laser Cutter as well as 3D Printing and TinkerCAD or similar programs. Still continuing to express the importance of design and development of skills.

• Bug House Project - Revisiting wood as a material but in more detail, looking at the impacts on the environment and how to use materials at a sustainable rate. Developing not only designing skills but also practical skills further ensuring students have a vast knowledge and understanding in D&T. (7)

Year 9

• Wooden Storage Box Project - Looking at skills within the workshop, focusing mostly on the practical element. Honing in on their ability to make something to a high standard based on their previous skill set. Revisiting in more detail the subject of Timbers and impacts on the environment.

• Technical Drawing Project - A graphics based project but with a strong focus on drawing skills and abilities. Developing drawing skills and observational drawing skills. Looking at technical ways in which designs, products and/or architecture can be communicated.

Key Stage 4 Design Technology

At KS4 we study AQA Design & Technology which involves 50% written Exam and 50% NEA.  The course allows students to develop their practical and technical skills 

Year 10

• Unit 1 Theory and Practice NEA; Investigation & Research. Design Brief & Specification. Designing Development

• Unit 2 Theory and Practice NEA; Design Development and Manufacturing.

• Unit 3 Theory and Practice NEA; Manufacturing. Testing & Evaluation.

• NEA Preparation

Year 11

• NEA (AQA Design & Technology 8552) and Unit 6 & 7 Theory - links to NEA work.

• NEA (AQA Design & Technology 8552) Unit 4 and Theory (AQA Design & Technology 8552)

• Unit 5A & 5B Theory (AQA Design & Technology 8552)

Food and Nutrition

We aspire to equip all students with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating. Our curriculum will encourage students to cook and enable them to make informed decisions about a wide range of further learning opportunities and career pathways as well as develop vital life skills that enable them to feed themselves and others affordably and nutritiously, now and later in life (2, 5, 7)

Key Stage 3 

Students have the opportunity to build a repertoire of cookery skills and nutritional understanding through a range of group tasks, independent investigation and developing their creative ideas.  We strive to ensure students are equipped with the necessary skills

Through food and nutrition, students will: 

• Prepare and cook dishes, taste food and perform investigations hygienically and safely;

• Prepare, cook and serve an increasingly complex range of dishes with precision;

• Demonstrate their understanding of food provenance, production and processing.  (7)

• Apply their healthy eating and nutrition knowledge; (6)

• Demonstrate and apply their awareness of consumer preferences and the reasons for choices made.   (2, 7)

• Apply their knowledge of food science in a practical and meaningful way.

Progression has been built into the schemes of learning to enable pupils to acquire, develop and secure knowledge and skills over the three years.   (7)

Key Stage 4

At KS4 we follow the EDUQAS Food Preparation and Nutrition course which equips learners with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating. It encourages learners to cook, enables them to make informed decisions about food and nutrition and allows them to acquire knowledge in order to be able to feed themselves and others affordably and nutritiously, now and later in life. (5, 6, 7)

The course is split into 2 components, Component 1 (Written Examination 50%) and Component 2 (Food Preparation and Nutrition in Action NEA 50%)

The components teach and embed a broad range of topical areas;

1. Food commodities

2. Principles of nutrition

3. Diet and good health (7)

4. The science of food

5. Where food comes from (3 and 7)

6. Cooking and food preparation

Encourage the development of high skills and resilience in a safe environment, allowing students to demonstrate commitment and act on feedback. (5)

Empower students to enable them to follow a recipe and substitute ingredients and cooking methods as appropriate, demonstrating an understanding of food choices e.g. veganism, allergies and healthy eating. (7)

Develop understanding that will allow students to become discriminating consumers of food products, enabling them to participate in society in an active and informed manner. (Responsibility)

Engage with students to encourage them to understand the environmental factors which affect the inequalities in food distribution on a global scale and give them an understanding of the need to minimise ‘food waste’ starting with their own practise. (7)

Allow students to explore a number of multicultural perspectives concerning food. Students will enhance their understanding, appreciation and acceptance of people from a variety of cultural backgrounds through the preparation of food from different countries. (2)

Encourage our students to develop an awareness and acceptance of diversity within our community.  (2)

Our hope is that through Food & Nutrition, students are provided with a context through which to explore the richness, pleasure and variety that food adds to life.