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Course Description 

The Design and Technology Department at Gaynes School currently focuses on Food Preparation and Nutrition.

The aim of The Design and Technology department is to offer students the opportunity to explore through a variety of creative and practical activities which foster a love of learning and an enquiring mind.

Design & Technology plays a fundamental role in both Food preparation and nutrition and Art & Design. Elements of Design & Technology can be found in both curriculums.

Food Preparation and Nutrition equips learners with the knowledge, understanding and skills required to cook and apply the principles of food science and healthy eating. It encourages learners to make informed decisions about nutrition now and later in life. The subject also allows pupils to experience foods that they may not have come across outside of school.

Our expectations

Due to the nature of the subject, it is imperative that all students follow Health and Safety expectations at all times. We expect students to be resilient when having to problem-solve and be willing to take on board advice and adapt design ideas, based on feedback given by others.

During the year, students at KS3 have the opportunity to study Food Technology on a carousel system. Food Preparation and Nutrition equips learners with the knowledge, understanding and skills required to cook and apply the principles of food science and healthy eating. It encourages learners to make informed decisions about nutrition now and later in life. The subject also allows pupils to experience foods that they may not have come across outside of school.

KS3

The aim of The Design and Technology department is to offer students the opportunity to explore   through a variety of creative and practical activities which foster a love of learning and an enquiring mind. Students are taught the knowledge, understanding and skills needed to engage in the process of designing and making.

The subject focusses on generating and developing design ideas, mechanisms, structures, electronics and computer aided design (CAD) and manufacture (CAM). These skills are promoted alongside the more traditional skills of realisation in wood, metal and plastic.

Our students learn to use current technologies which provide a clear link to industrial manufacturing processes. This insight into the application of Design Technology in today’s workplace offers students a clear understanding of future career paths relating to the subject, and helps to contextualise their learning.

KS3 Curriculum Overview

Term

Year 7

Year 8

Year 9

Autumn 1

Health and Safety – Machine License

Paper holder - Frog

Chocolate bar – graphics, cutting, shaping, laser cutting

Clock Project

Autumn 2

Introduction to CAD –

Keyring and rendering skills

Mobile phone holder– metal, cold forming

Perfume box project

Spring 1

Flower Holder – cutting, filing and shaping, friction fit and design

Mechanical Toy – Design brief, specification, research, designing, CAMs, cutting, filing and shaping.

Earphone wrap – CAD, packaging, vacuum forming

Spring 2

Drawing skills – isometric, oblique and 3rd angle orthographic projection

TFL Tube map with Landmarks - Graphics

Plastic Theory

Passive Amplifier

Summer 1

Block Bot - Timbers

Fragrance Packaging Project

Drawing skills/Modelling – one/two point perspective, isometric and exploded diagrams

Summer 2

Timbers Theory

Fragrance project continued

Metals Theory

KS4

KS4 – DESIGN TECHNOLOGY (RESISTANT MATERIALS)

Students at GCSE follow the Pearson EdExcel GCSE Design and Technology Course :

https://qualifications.pearson.com/en/qualifications/edexcel-gcses/design-and-technology-2017.html 

Assessment components

One written exam: 1 hour 45 mins (50% of GCSE) at the end of Year 11:

  • Section A – Core technical principles (20 marks)
    A mixture of multiple choice and short answer questions assessing a breadth of technical knowledge and understanding.
  • Section B – Specialist technical principles (30 marks)
    Several short answer questions (2–5 marks) and one extended response to assess a more in-depth knowledge of technical principles.
  • Section C – Designing and making principles (50 marks)
    A mixture of short answer and extended response questions.

One practical assessment during Year 11:

  • Non-exam assessment (NEA): 30–35 hours approx.:
    Task: Substantial design and make task based on ‘Contextual challenges’. Students will produce a prototype and create a portfolio of evidence:
  • Identifying and investigating design possibilities
  • Producing a design brief and specification
  • Generating design ideas
  • Developing design ideas
  • Manufacturing Final idea
  • Testing and Evaluating

Contextual challenges are released annually by Pearson on 1 June in the year prior to the submission of the NEA.

Main activities

Theory content covers topics such as materials (timber, plastics, textiles, electronics, paper and board, metal), social/environment impact, manufacturing processes, technical drawing, sustainability and mechanical systems, research, iterative design, modelling, CAD/CAM, prototyping, practical skills, evaluating.

Why you should consider this subject for GCSE

GCSE Design and Technology will prepare students to participate confidently and successfully in an increasingly technological world. Our GCSE allows students to study core technical and designing and making principles, including a broad range of design processes, materials techniques and equipment. There are many routes that can be pursued should students choose a pathway into Design Technology.

Future Careers

Examples of careers include a/an: Product Designer, Primary/Secondary Teacher, Games Developer, Web Designer, Interior Design, Marketing/Advertising, Construction, Architect, Graphic Designer, Engineer, Fashion Design, Carpenter.

 

KS4 – FOOD AND NUTRITION

Students will follow the AQA Food preparation and Nutrition GCSE course

Subject content

Food preparation skills – these are intended to be integrated into the five sections:

  • Food, nutrition and health
  • Food science
  • Food safety
  • Food choice
  • Food provenance

Assessments

Paper 1: Food preparation and nutrition

Theoretical knowledge of food preparation and nutrition from Sections 1 to 5.

  • 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)

Task 1: Food investigation (30 marks)

  • Students' understanding of the working characteristics, functional and chemical properties of ingredients.
  • Practical investigations are a compulsory element of this NEA task.

Task 2: Food preparation assessment (70 marks)

  • 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.
  • Task 1: Written or electronic report (1,500–2,000 words) including photographic evidence of the practical investigation.
  • Task 2: Written or electronic portfolio including photographic evidence. Photographic evidence of the three final dishes must be included.

Useful Links

KS3

KS4

Book: Lonsdale Design Technology Revision Guide