Design Technology
Department vision
To contextualise learning with real world application within a professional environment
Design and Technology is an inspiring, rigorous, and practical subject. Using creativity and imagination, students design and make products that solve real and relevant problems within a variety of contexts. 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 wellbeing of the nation.
Year 7
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Topic |
Learning Outcomes |
Curriculum Focus for the Year |
Skills and Safety |
In Year 7 our curriculum focuses on building the safety knowledge within the technology learning environments within school as well as acclimatising students to the equipment, machinery, and resources that they will be using throughout their time at WGSG. The theory content of the different materials used is covered through homework with a focus in class on development and progression of basic skills within all areas of technology. This is to ensure that students have a good foundation knowledge of key materials supporting their learning into Year 8 and 9 with contextualised projects which will implement and further develop the skills learnt in Year 7. The Year 7 focus of skills and safety introduces key topic areas which are studied throughout KS4 and KS5 |
Term 1, 2 and 3 (taught on rotation) |
Metal |
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Textiles |
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Health, Safety and Hygiene |
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Term 4 and 5 (rotation) |
Designing the Built Environment |
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Food Safety and Storage |
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Term 6 |
Polymer |
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Year 8
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Topic |
Learning Outcomes |
Curriculum Focus for the Year |
Sustainability and the Environment |
In Year 8 our curriculum focus is sustainability and the environment linking in the world around us with the focus on the three main areas of sustainability: environment, economic and social. This focus is crucial to students understanding of the world around them and how we can contribute as a society to ensuring that our actions do not have a negative impact on future generations. The projects focus on both food sustainability through the food provenance module, our built environment through town planning and also two career focus modules with the design to ensuring that the students’ future skills and employment options are clear. The skills and safety knowledge learnt in Year 7 are applied to new contexts and new scenarios throughout Year 8 as well an developing the traditional technology skills discreetly through our Food Preparation and Nutrition and Designing the Built Environment focus modules. All topics learnt in Year 8 develop key learning areas and skills studied throughout KS4 and KS5. Technology projects are taught in rotation so could be taught in a different order than shown below |
Term 1 - 5 |
Food Provenence: Origins and Sustainability 12 Weeks |
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Town Planning: Village and House |
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Interior Design: Career Focus |
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Term 6 |
Pro Chef: Career Focus |
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Year 9
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Topic |
Learning Outcomes |
Curriculum Focus for the Year |
Applied Science |
In Year 9 our curriculum focus is on science and how it impacts our daily lives, sometimes in ways that are not always obvious. The science focus allows the students to explore a range of sciences with examples being psychology of building design, chemical reactions in foods, physics through structures and nutrition requirements which links with PE as well as Science. Research and investigations are used to create and inquisitive learning environment and also facilitate the students to create hypothesis and experiment with ideas. The knowledge and skills taught in Year 7 and 8 guide the students in creating and producing creative solutions to real-life scenarios and link in the real-world applications to the science covered in the school-based learning environment. This focus also supports KS4 and KS5 curriculum for both food preparation and nutrition and the designing the building environment course |
Term 1, 2 and 3 (taught on rotation) |
Nutritional Science |
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Construction Technology |
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REVIT Design |
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Term 4 |
Food Science – Functions |
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Term 5 |
Food Science – Raising Agents |
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Term 6 |
Structures – either Food based or Bridge Based dependent on GCSE choice |
Bridge:
Food:
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Years 10 & 11 - Food Preparation & Nutrition
Year 10
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Topic |
Learning Outcomes |
Term 1 |
Nutrient |
Nutrients to be studies are Proteins, Fats, Carbohydrates, Minerals, Vitamins and Water For each nutrient, students will:
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Term 2 |
Food Science and NEA 1 Practice |
The purpose and function of cooking food, students will:
The scientific principles underlying processes used to prepare and cook foods and the working characteristics, function and chemical properties of the following:
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Term 3 |
Nutritional Needs and Health and NEA 2 Practice |
Students will need to apply their nutrient knowledge to:
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Term 4 |
PPE and Food Safety |
The safety of food that is studied includes the principles of food safety as well as food spoilage and contamination. Students will:
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Term 5 |
Food Choice |
Food choice is influenced by a huge variety of factors. Student will:
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Term 6 |
Food Provenance |
The environmental impact and sustainability of food. Students will
Food is processed and put into various methods of production before it can be sold and consumed. Students will
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Year 11
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Topic |
Learning Outcomes |
Term 1 |
Year 10 Topic Consolidation and Begin NEA 2 – Food Preparation Assessment
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The first five weeks will focus on the subject knowledge required for examination and beginning of NEA and will include consolidation tasks and knowledge audits
NEA 2 – Food Preparation Assessment (50%) A report demonstrating preparation, cooking and presentation of a final menu with three dishes to meet the needs of a specific context. Section A: Research (6 Marks)
Select and justify a range of technical dishes to demonstrate technical skills linked to context |
Term 2 |
NEA 2 – Food Preparation Assessment (35%)
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A report demonstrating preparation, cooking and presentation of a final menu with three dishes to meet the needs of a specific context. Section B: Technical Skills (18 Marks)
PPE – Two weeks of PPE |
Term 3 |
NEA 2 - Food Preparation Assessment (35%)
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Section C: Planning for the Final Menu (8 Marks)
Section D: Making Final Dish (30 Marks)
Section E: Analysis of Dishes (8 Marks)
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Term 4 |
Revision and Exam Preparation
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Food, Nutrition and Health - Nutrients Nutrients to be studies are Proteins, Fats, Carbohydrates, Minerals, Vitamins and Water For each nutrient, students will:
Students will need to apply their nutrient knowledge to:
Food Science The purpose and function of cooking food, students will:
The scientific principles underlying processes used to prepare and cook foods and the working characteristics, function and chemical properties of the following: Proteins, Carbohydrates, Fats and Oils, Raising Agents and Fruits and Vegetables |
Term 5 |
Revision and Exam Preparation |
Food Safety The safety of food that is studied includes the principles of food safety as well as food spoilage and contamination. Students will:
Food Choice Food choice is influenced by a huge variety of factors. Student will:
Food Provenance The environmental impact and sustainability of food. Students will
Food is processed and put into various methods of production before it can be sold and consumed. Students will
Examine the purpose of food production with associated better health implications, such as fortification, use of additives and nutritional modification |
Term 6 |
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Years 10 & 11 - Designing the Built Environment
Year 10
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Topic |
Learning Outcomes |
Term 1 |
Introduction Module to all units |
The DBE combined module contains key knowledge and skills related to all three units in an applied given context. In term 1 Students will:
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Term 2 |
Introduction Module to all units |
The DBE combined module contains key knowledge and skills related to all three units in an applied given context. In term 2 Students will:
Present combined module project |
Term 3 |
Unit 1: Planning potential |
Unit 1 purpose is to develop the skills needed to report on the potential of a proposed construction project. Students will:
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Term 4 |
Unit 1: Planning potential |
Unit 1 purpose is to develop the skills needed to report on the potential of a proposed construction project. Students will:
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Term 5 |
Unit 1: Planning potential Unit 3: Building structures and materials |
Unit 1 purpose is to develop the skills needed to report on the potential of a proposed construction project. Students will:
Unit 3 purpose is to consolidate learning from Unit 1 and 2 and review options for the structures and materials needed to build construction projects. In LO1 students will:
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Term 6 |
Unit 3: Building structures and materials |
Unit 3 purpose is to consolidate learning from Unit 1 and 2 and review options for the structures and materials needed to build construction projects. In LO2 and LO3 students will:
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Year 11
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Topic |
Learning Outcomes |
Term 1 |
Unit 2 LO3 Practice and Unit 2 Assessment |
Unit 2 purpose is to develop the skills needed to interpret a client brief and product design solutions both by hand and using computer software. In LO3 students will:
Unit 2 Assessment will be completed over 8 double lessons. Three double lessons will be in Term 1 and will focus on:
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Term 2 |
Unit 2 Assessment
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Unit 2 Assessment will be completed over 8 double lessons. Five double lessons will be in Term 1 and will focus on:
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Term 3 |
Unit 1 LO1 and LO2 |
Unit 1 purpose is to develop the skills needed to report on the potential of a proposed construction project. Students will:
Explain how infrastructure affects design |
Term 4 |
Unit 1 LO3 and Practice Paper
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Unit 1 purpose is to develop the skills needed to report on the potential of a proposed construction project. Students will:
Unit 1 Practice Paper will be completed over 4 double lessons to ensure the full 6 hours are allocated. |
Term 5 |
Unit 1 – Exam Preparation and Exam |
Unit 1 purpose is to develop the skills needed to report on the potential of a proposed construction project. Students will:
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Term 6 |
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Post 16 at WG6
Year 12
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Topic |
Learning Outcomes |
Term 1 |
Unit 1 LO1 and Unit 2 LO1, LO2 |
Unit 1 learning outcome is to produce a concept design for a development proposal and demonstrate gained knowledge and practical experience of the stakes and key factors that influence the design of the built environment. In LO1, students will
Unit 2 learning outcome is to be able to appraise the existing and developing processes required to construct a range of buildings, including identifying team members, their roles and a variety of project management and quality assurance processes. In LO1 and LO2, students will
Describe factors that influence the choice of the necessity to use a particular method of construction or techniques |
Term 2 |
Unit 1 LO2, LO3 and Unit 2 LO2, LO3
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Unit 1 learning outcome is to produce a concept design for a development proposal and demonstrate gained knowledge and practical experience of the stakes and key factors that influence the design of the built environment. In LO2 and LO3, students will
Unit 2 learning outcome is to be able to appraise the existing and developing processes required to construct a range of buildings, including identifying team members, their roles and a variety of project management and quality assurance processes. In LO2 and LO3, students will
Produce tables that logically capture and record planned checking regimes |
Term 3 |
Unit 1 LO3, LO4 and Unit 2 LO4, LO5 |
Unit 1 learning outcome is to produce a concept design for a development proposal and demonstrate gained knowledge and practical experience of the stakes and key factors that influence the design of the built environment. In LO3 and LO4, students will
Unit 2 learning outcome is to be able to appraise the existing and developing processes required to construct a range of buildings, including identifying team members, their roles and a variety of project management and quality assurance processes. In LO4 and LO5, students will
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Term 4 |
Unit 1 Consolidation, Assessment and Unit 2 LO5, LO6 |
Unit 1 learning outcome is to produce a concept design for a development proposal and demonstrate gained knowledge and practical experience of the stakes and key factors that influence the design of the built environment. Consolidation time will include all areas of unit 1 applied to a new context. Unit 1 Controlled Assessment involves the following learning objectives applied to a new specific development:
Unit 2 learning outcome is to be able to appraise the existing and developing processes required to construct a range of buildings, including identifying team members, their roles and a variety of project management and quality assurance processes. In LO5 and LO6, students will
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Term 5 |
Unit 1 Controlled Assessment and Unit 2 Exam Preparation |
Unit 1 Controlled Assessment involves the following learning objectives applied to a new specific development:
Unit 2 consolidation and exam preparation involves the following learning objectives:
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Term 6 |
Unit 4 LO1, LO2 and Unit 2 Exam |
Unit 2 exam will test the following learning objectives:
Unit 4 purpose to understand and appreciate: the application of Building Information Modelling in managing the design, creation and maintenance of built assets. In LO1 and LO2, students will:
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Year 13
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Topic |
Learning Outcomes |
Term 1 |
Unit 3: LO1: Stakeholder Engagement Unit 4: LO1: Basic principles of BIM |
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Term 2 |
Unit 3: LO2: Protecting and Maintaining the Environment Unit 4: LO2: BIM Maturity Levels |
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Term 3 |
Unit 3: LO3: Protecting the physical structure Unit 4: LO4: BIM Information and Information Exchanges |
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Term 4 |
Unit 3: LO4: Soft Landings and Occupancy Unit 4: LO4: UK Standards and BIM |
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Term 5 |
Unit 4: LO5: BIM Roles and Terminology |
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Term 6 |
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Assessment
At Key Stage 3 each half term consists of four types of assessment in the module being undertaken, the first is a teacher assessment, followed by a homework, a practical assessment and an end of topic test
The GCSE Food Preparation and Nutrition course will be assessed by using practice NEA papers and past examination questions, as well as frequent topic assessments to help them practice timed responses. The students undertake a total of 30 hours for NEA work and a 1 hour 45 minutes exam paper at the end of the course
The Designing the Built Environment course is assessed through a 12 hour unit 2 assessment, a 6 hour unit 3 assessment and a 6 hour timed exam. These assessments take place across the two year course with practice questions and full mocks regularly taking place.
Related Careers
It is widely noted that the skills learned in Design Technology across the key stages are all highly regarded skills in many careers. The creative arts industry is one of the fastest growing in the country and contributes over £75 billion to the economy, meaning that there are a huge range of careers both at home and abroad that offer a rewarding experience and healthy salary.
https://www.gov.uk/government/news/creative-industries-worth-8million-an-hour-to-uk-economy
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Designer (Fashion, jewellery, product, web, digital and many more)
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Graphic Designer/advertising executive
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Architect
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Landscape/environmental architect
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Engineer
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Food technologist
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Buyer
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Design Journalist
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Interior designer
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Surface designer (wallpaper, fabric etc)
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Model maker/propmaker
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Set Designer (film, TV, theatre)
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Costume designer