Involves six projects in year 7, 8 and 9; the headphone wrap and blockhead projects focus on basic design and make tasks including designing and tool knowledge. Students use lots of hand and electrical tools to work with plywood, MDF and pine. These are predominantly base knowledge skills required to understand material properties and tools. In year 8 students build on their knowledge of the subject using further tools and materials (plastic and solid metals) to build a small passive speaker and a themed clock. In year 9 traditional woodworking joints are used to make a book end and memory box.
During Years 10 and 11 students work to the AQA GCSE Art and Design Textiles specification. The course involves two textiles projects, a major project and a smaller, personal project. These projects include the themes of architecture and natural elements and involve a wide range of creative design textiles skills along with research and organisational skills. The students complete these projects as their coursework which makes up 60% of their marks for GCSE. The exam is completed throughout the Spring term of year 11 and makes up 40% of the required marks.
In Year 10 and 11 students complete three main units of study, Unit 1 is assessed through an online examination and the remaining two units are assessed internally and externally moderated pieces of coursework. Unit 1 looks at the Health and Safety and security in the construction workplace. Unit 2 is mainly practical, and students learn a range of plumbing, electrical and joinery skills which are assessed against the exam boards criteria. Unit 3 is based around planning a construction activity and the steps and processes that are needed to be in place before work can start on a construction site. The units of work are based around practical situations and there is a large amount of practical work for the students to complete, however the written and theory work that backs up the practical tasks is an integral part of the course.
In year 7 students will gain an understanding into balanced diets and the Eatwell guide. Students will need to have an understanding of the range of food groups and how these contribute to a healthy diet. A key feature of the KS3 schemes of work is ‘factors’ effecting food choice and in year 7 students will focus on a range of personal factors that can affect the food that people eat and they will also start to look at life stages and the nutritional needs of teenagers and older people. Throughout the year 7 unit, the students will learn how to make a range of product, to help them to start to develop their cooking skills and to gain an understanding in food preparation methods. They will also complete a range of practical activities to enable them to start to look at the chemical and functional properties of food, learning about how ingredients combine and react together to produce the required characteristics. Alongside this, they will also learn about the importance of personal hygiene and safety in the kitchen and how to assess hazards and minimise risks. Students will be given a workbook to complete throughout the term long rotation.
In year 8 students will continue to develop their understanding of balanced diets, with the focus now being macro and micro-nutrients and how these fit in to the Eatwell guide. This is a key area of knowledge that needs to be embedded throughout KS3 as it is a key component of the KS4 course. Students will also continue to learn about the range of factors that can affect food choice and the areas that will be looked at this year are physical activity level (PAL) life stages (toddlers) and environmental factors (food miles, carbon footprint, pesticide use and weather/climate change). The food hygiene element for this year group will focus on types of bacteria and contamination, with students gaining an understanding of the risks and looking at ways to minimise potential harm. New topics that will be introduced are labelling, allowing students to gain an understanding into areas such as the traffic light symbols, RI (reference intake), allergy advice and the use of vegetarian and vegan symbols. Throughout the year 8 unit, students will complete a range of theory-based activities alongside practical based lessons. We have included a range of cooking-based sessions to ensure that students can continue to develop their making skills, with meals being selected to allow students to show further progression in this area. This will be a term long rotation.
In year 9 students will continue to develop their knowledge of balanced diets, with the focus being macro and micro nutrients, how we get them why we need them and the effects of excess and deficiency. Students will make a range of products to help them to understand the types of foods that provide each of the key nutrients and will provide them with additional opportunities to continue to develop their higher level making skills. Students in year 9 will continue to develop their understanding of the factors affecting food choice, this time looking at PAL, veganism and religion. Year 9 students will finish their KS3 food experience by completing mini projects looking at certain factors in creating meals. These mini projects will enable students to combine and consolidate their learning from years 7 to 9 to produce two final dishes which meet the needs of a specific dietary need/group of people. It is a term long rotation with students completing workbooks. Year 9 students will also complete an end of unit test.
KS4 Hospitality and Catering
Year 10 students will be completing the WJEC Hospitality and Catering course. There will be completing their exam at the end of year 10 which will let them focus on their coursework in year 11. The theory work will underpin unit 1 which is the written exam, the learning outcomes that will be delivered are:
Unit 2 focuses more on the practical side of the subject. This will be integrated through regular practical lessons which will focus on:
In year 9 and 10 students build a verity of design and make tasks in the ‘style’ of controlled assessment to give a practical yet realistic insight into the year 11 focused project. Projects typically include: the bread project, the salads project, the main meals project, cookies and muffins project etc based on students existing knowledge, level and capabilities. These projects cover most of the design folder sheets seen in a typical CA design folder and build on prior skills to give varied outcomes by students; moving away from KS3 but bridging the gap to year 11 CA.
In year 11 students work from September to March in lessons on their controlled assessment before focused revision sessions March until May on their exam preparation and knowledge. After school catch up and revision clubs are provided for students to attend to build on their knowledge/CA.
Involves 2 projects in year 7 and 8. In year 7 students complete an introduction to Product Design project where they learn the basic skills in graphics and CAD CAM, in year 8 students complete a design and make tasks including designing and tool knowledge around the theme of perfume/aftershave bottle design.
Involves three projects in Years 7, 8 and 9. The Year 7 recycling project involves students making sculptures of human/animal figures from waste materials. The project focusses on designing and making skills, building student confidence in personal creativity along with awareness of environmental issues. In the year 8 Fantastic Creatures project, students develop their skills further in designing and making monster wall plaques using various construction techniques. Again creativity and the practical use of imagination is key. During Year 9 students complete the “In The News” project, students learn textiles skills including print, embroidery and applique. The finished product is a contemporary wall hanging.
The Design and Technology department offers a wide range of of extra curricular activities to promote enrichment and develop valuable life skills. The clubs that we offer include a fashion and enterprise project that is delivered in conjunction with Humberside Police, a theatre and costume design club that combines skills from bot the textiles and resistant materials subject areas to produce stage sets, costumes and props as a joint venture wit the Drama department. Students are also able to come along to watch Jamies 30minute meals on a lunchtime to provide with home cooking inspiration and then an evening cooking club takes place to turn their cooking ideas into reality. The department also runs weekly controlled assessment catch up sessions where they can come along and make sure that they are all unto date with their controlled assessment.