St Catherine's Catholic School

Design & Technology

Head of Department (HOD): Ms L. Addo

Teacher names: Miss N Gill & Miss S Banks


Design and Technology is a practical-based subject. Students develop D&T capability through combining their designing and making skills with knowledge and understanding to enable them to design and make products. As well as having its own distinctive knowledge, understanding and skills, D&T also requires students to apply the skills, knowledge and understanding from other subjects, especially art, mathematics and science. The students’ imagination, creativity and Inventiveness are stimulated as they develop products to meet precise specifications.

Design and Technology is more than just problem solving, it involves the whole process of producing a solution from conception to evaluation. All Design and Technology courses will allow students the opportunity to develop their practical skills and gain a greater understanding of the industrial practices, systems and control and environmental issues.

The Key processes of “Design, Make and Evaluate” is delivered through a multidisciplinary approach, whereby pupils have the opportunity to design and make products through logical thinking in Design and Technology.

Literacy Policy for Design and Technology 

dt literacy policy.pdf


KS3

Brief outline of the content/topics in the course for Years 7, 8 and 9:

Design Technology

Year 7: Photo frame project

Working with timbers (pine wood) manufactured board (MDF) and plastics (Acrylic)

An introduction to tools and machinery used in the workshop.

An introduction to design process, creating an orthographic projection of their frame in their chosen theme.

Learning about the properties of woods and plastics with a focus on sustainability.

 

Year 8: Key ring project

Working with Plastics (Acrylic) Metals (Pewter) and Manufactured Boards (MDF)

Using a wide range of tools and machinery to further develop practical skills.

Further developing design skills, creating an acrylic key ring using CAD/CAM via the laser cutter.

Learning about the properties of different metals with a focus on sustainability.

 

Year 9:  - Jewellery box project

Working with timbers, plastics and metals.

Using a wide range of tools and machinery with a focus on independent design and manufacturing processes. Students will be able to adapt the project outcome using their knowledge and skills from year 7 and 8. Students will be able to access a wider range of machinery including the brazing hearth, strip heater, scroll saw, pillar drill and band facer.

Further developing CAD and CAM skills with the introduction of 3D design and using the 3D printer. 

An introduction to wood joinery techniques/carpentry focusing on quality control and accuracy.

 

Textiles

Year 7: Nature themed batik cushion project.

Working with calico to create a nature themed cushion cover.

Students will learn about natural and synthetic fabrics with a focus on sustainability.

Students will learn about the origin of batik dying and create their own batik dyed textiles.

An introduction to tools and machinery used in Textiles with a focus on how to use a sewing machine – covering how to thread the machine, wind a bobbin and fix common issues. Students will complete a ‘driving test’ on the sewing machines to show their sewing competence.

Students will begin to learn about different surface embellishment techniques.

 

Year 8: Macramé tie dye tote bag project.

Working with calico fabric to create a tote bag and using macramé thread to create embellishments.

Students will learn about Fair trade fabrics with a focus on ethical fashion and how this could impact their design choices.

They will also learn about different weaving and macramé techniques with a focus on global fashion and patterned textiles looking at Ikat weaving, Kenté weaving etc.

Students will learn about different tie dye techniques and have the opportunity to explore the outcomes making various samples and then implementing them on their completed tote bags.  

Students will continue to build their confidence and skills using the sewing machine to create this project.

 

Year 9: Fashion through the eras skirt project.

Students will learn about different fashion movements through the eras and chose one for the inspiration for their project. They will also learn about ethical textiles and the impact of fast fashion on the environment. This research will inform their design choices and how they can adapt the outcome of their skirt, which will be made from calico.  

Students will learn about how use a sewing pattern and begin to develop their knowledge on garment construction. Students will use a variety of Dyeing techniques such as block printing, stencilling, tie dye and batik. Alongside a variety of surface embellishments such as hand embroidery, applique and pleating as well as having the opportunity to use a CAD/CAM embroidery machine and explore 2D CAD design to create stencils with the Laser Cutter.

 

Food and Nutrition

Year 7: Cooking, Eatwell guide & Food Hygiene

Students learn about healthy eating, food safety, basic preparation and cooking techniques. Practical skills introduced will involve the use of the hob, oven, electric whisk and other everyday kitchen equipment.

Breakfast from around the world research project enables students to make informed choices for a varied and balanced diet, Fairtrade and food miles and the importance of breakfast. Students will learn how to use the Eat well guide to plan and modify recipes, meals and diets to reflect the nutritional guidelines for a healthy diet.

Practical work includes Scones, Fairy cakes, chicken and pasta bake, all in one breakfast, stuffed potato skins, Pizza and chocolate brownies and more.

 

Year 8: Eating for good health – Eatwell guide

Students learn about Food provenance: where and how ingredients are grown, reared and caught, environmental issues associated with food. Global Street foods research project explores ethical food choices, diversity and sustainability. Students continue to build on knowledge of the Eatwell guide and implement it in their eating for good health mini project.

Further topics covered are - Food science: why food is cooked and how heat is transferred to food, the functions of ingredients. Food safety when preparing (washing up, the 4 C’s) cooking and serving food.

 Students will develop their Food preparation skills such as: weighing and measuring, knife skills, use of the cooker, cooking methods, making pastry, raising agents and sauces.

Practical work includes sausage rolls, chicken and veg tray bake, Dutch apple bake, cherry pie, stir-fry chicken and veg noodles, macaroni cheese, beef vegetable and potato patties. and cheese ham and potato pie. 

 

Year 9:  Nutrition and multicultural foods

The Eatwell guide is further explored for nutrition and health with reference to nutritional needs of teenage girls.  Nutrients deficiencies and excesses are taught which students apply in making informed choices for a varied and balanced diet and understand the major diet-related health risks.

Students will continue to build on previous knowledge of Food safety when preparing, cooking and serving food; Food choice: to know and understand factors which may influence food choice, sensory testing methods, how taste receptors and olfactory systems work when tasting food.

 The Multicultural foods research project builds knowledge and understanding of Food provenance, Environmental issues, Food security and sustainability.

Practical work includes cheese, bacon and potato plaits, vanilla sponge cake, chicken and veg casserole with herbs dumpling, vegetable bake, stir-fry chicken and veg with rice, Jollof rice with jerk chicken, Mediterranean couscous medley, pineapple up-side down cake.

KS4

Exam board and full GCSE course name:

WJEC EDUQAS GCSE Food Preparation and Nutrition.

Brief breakdown of the course:

The WJEC Eduqas GCSE in Food Preparation and Nutrition 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.

The final exam/practical/coursework components broken down by paper and brief content.

Component 1 - Principles of Food Preparation and Nutrition

  1. Food commodities
  2. Principles of nutrition
  3. Diet and good health
  4. The science of food
  5. Where food comes from
  6. Cooking and food preparation

Written examination: 1 hour 45 minutes

50% of the qualification

100 marks

 

Component 2 - Food Preparation and Nutrition in Action

Investigate the working characteristics, function and chemical properties of ingredients through practical experimentation and use the findings to achieve a particular result.

Non-examination assessment

50% of the qualification

100 marks

The non-examination assessment is composed of two assessments that are set by WJEC.

AO1-Demonstrate knowledge and understanding of nutrition, food, cooking and preparation

AO2-Apply knowledge and understanding of nutrition, food, cooking and preparation

AO3-Plan, prepare, cook and present dishes, combining appropriate techniques

AO4-Analyse and evaluate different aspects of nutrition, food, cooking and preparation, including food made by themselves and others.

 

GCSE Edexcel Art & Design with a specialism of Textiles

Brief breakdown of the course:

GCSE Art and Design Textiles.

Art and Design Textiles equips students with the skills to enjoy, produce and engage with the visual arts throughout their lives, and it has immense value as a GCSE subject.

GCSE Art and Design provides the opportunity for students to:

  • explore both contemporary and historical sources of art, craft and design first hand

through, for example:

-visiting museums, galleries, art shows and fairs

-experiencing audio-visual productions, including still and moving imagery

 - their surroundings and environments.

  • take an individual approach to their art, craft and design making
  • develop the skill of selecting their best and most appropriate work for presentation.

The final exam/practical/coursework components broken down by paper and brief content.

Assessment

  • Students’ work must comprise supporting studies and personal response(s).
  • Students’ work must show evidence of all four Assessment Objectives.
  • All work is internally set and is internally marked using the assessment grid and internally standardised.

A sample of work is externally moderated by a visiting moderator.

Component 1: Personal Portfolio

*Component code:  1TE0/01

60% of the qualification

72 marks (18 marks for each of the four Assessment Objectives)

 

Component 2: Externally Set Assignment

40% of the qualification

72 marks (18 marks for each of the four Assessment Objectives)

 

AQA GCSE Design and Technology

Brief breakdown of the course:

GCSE Design and Technology will prepare students to participate confidently and successfully in an increasingly technological world. Students will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors. Students will get the opportunity to work creatively when designing and making and apply technical and practical expertise.

This GCSE allows students to study core technical and designing and making principles, including a broad range of design processes, materials techniques and equipment. They will also have the opportunity to study specialist technical principles in greater depth.

The final exam/practical/coursework components broken down by paper and brief content.

  •     NEA: Assignment & working prototype (50% of final mark)
  •     Exam Paper: Written assessment (50% of final mark)

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