Design and Technology

Year 7

Summary of curriculum:

In year 7, pupils aim to broaden and develop their KS2 knowledge through an introduction to the principle KS3 Design technology curriculum which continues to build the foundations for the future. This will be achieved by chronologically threading theory and practical understanding.

Main Topics:

Pupils plan to cover two main subject areas allowing repetition of skills to enhance their recall of the key principles which underpin the learning in subsequent years.

Year 7 - Food sets a focus for pupils to be introduced to the main topics of nutrition, health and safety and preparation skills, these are then embedded through appropriate practical activities which allow the skills to be refined.

Year 7 - Resistant Materials plans for pupils to be introduced to the main topics of product analysis, new developments and drawing skills connected with a range of practical skills which is underpinned through theory teaching.

Year 7 - Design Technology curriculum is split into two different rotations; pupils will be partaking in RM and Catering. These rotations last for ½ a year and then the pupils will swap to the other option. Pupils may start in either RM or Food but will then rotate half way through the year.

Assessment throughout the year:

Ongoing practical assessment in each area, one theory assessment in each area and one extended write in each area.

How parents/carers can support their child’s learning:

Support pupils in completing their homeworks which are set on teams, and revising for end of unit assessments.

Character enrichment opportunities:

Lunch club for both RM and Food every week.

Useful websites:

Homeworks are set on teams.

https://www.technologystudent.com/

https://www.bbc.co.uk/bitesize

http://www.design-technology.info/home.htm

Year 8

Summary of curriculum:

In year 8, pupils aim to recall the key theories taught in year 7 and experience a curriculum that aims to broaden their learning through continuously building on their understanding. Similarly, to Year 7 pupils experience a range of theory knowledge threaded with practical skills that refines their previous knowledge.

Main Topics:

Year 8 - Food focuses on pupils having a deeper understanding of nutritional knowledge and applying this learning to external factors that can affect outcomes (e.g. seasonality), practical recipes are connected to the theory understanding.

Year 8 - Resistant Materials intends to introduce new areas of understanding in electronics and CAD/CAM designs whilst still deepening understanding of the key practical and theory knowledge gained in year 7.

Year 8 - Design Technology curriculum is split into two different rotations; pupils will be partaking in RM and Catering. These rotations last for ½ a year and then the pupils will swap to the other option. Pupils may start in either RM or Food but will then rotate.

Assessment throughout the year:

Ongoing practical assessment in each area, one theory assessment in each area and one extended write in each area.

How parents/carers can support their child’s learning:

Support pupils in completing their homeworks which are set on teams and revising for end of unit assessments.

Character enrichment opportunities:

Lunch club for both RM and Food every week.

Useful websites:

Homeworks are set on teams.

https://www.technologystudent.com/

https://www.bbc.co.uk/bitesize

http://www.design-technology.info/home.htm

Year 9

Summary of curriculum:

In year 9, the curriculum aim is to deepen the understanding of design technology and extend on practical skills. This is planned through a range of enhanced practical projects that use skills that have been taught in year 7 and 8 with increasing levels of difficulty, and independence to achieve a final outcome.

Main Topics:

Year 9 - Food focuses on giving pupils the chance to experience special diets, industry links and developing practical skills.

Year 9 - Resistant Materials intends to introduce new media to challenge pupils, whilst drawing on pupils taught knowledge from other years. This is threaded with knowledge on material properties, and mechanical systems to drive a higher understanding.

Year 9 - Design Technology curriculum is split into two different rotations; pupils will be partaking in RM and Catering. These rotations last for ½ a year and then the pupils will swap to the other option. Pupils may start in either RM or Food but will then rotations below. 

Assessment throughout the year:

Ongoing practical assessment in each area, one theory assessment in each area and one extended write in each area.

How parents/carers can support their child’s learning:

Support pupils in completing their homeworks which are set on teams and revising for end of unit assessments.

Character enrichment opportunities:

Lunch club for both RM and Food every week.

Useful websites:

Homeworks are set on teams.

https://www.technologystudent.com/

https://www.bbc.co.uk/bitesize

http://www.design-technology.info/home.htm

Year 10

Summary of curriculum:

Design Technology (DT): In their GCSE studies pupils aim to recall knowledge from the basic KS3 principles taught and develop their learning further. This will allow them to demonstrate a comprehensive understanding of knowledge and techniques, through the use of enhanced learning opportunities to achieve independent learning outcomes. GCSE pupils study one of two options, Engineering or Catering. Pupils will cover both theory and practical skills which continuously build on prior learning while focusing on making connections in depth in key areas to extend their knowledge and understanding. Pupils will be required to build on their cultural capital when relating learning to the developments in the world of work and processes in industry. The curriculum intends pupils to develop their speed and precision in their practical skills independently and working as a team.

Health and Social Care (HSC): In GCSE, pupils aim to be able to broaden and develop basic understanding and care principles that have been taught in a range of subjects up to this point. Pupils are to be introduced to a range of topics to deepen their understanding, they will then apply and embed the knowledge through a range of different assessment tasks with a vocational scenario. Key concepts, such as, physical development is intended to be taught at the start of the course and this will continuously build the foundations for both future assessment learning and studies or employment, developing pupils' cultural capital. Learning aims to draw on and enhance previously taught topics to develop their resilience and apply this knowledge to examination understanding by threading theory continuously along the course. Topics will be sequenced chronologically to ensure pupils can display understanding that is relevant and in depth.

Main Topics:

Year 10 – Engineering WJEC Level 1/2 Vocational Award in Engineering. Unit 1 – Manufacturing of engineering products, 40% of course (internally assessed, externally moderated). Unit 2 – Designing of Engineering products. 20% of course (internally assessed, externally moderated) Unit 3 Theory – solving engineering products, 40% of course, (externally assessed exam).

Year 10 – Catering WJEC Level 1/2 Vocational Award in Hospitality & Catering. Unit 1 – The hospitality and catering industry, 40% of course (externally assessed exam). Unit 2 – Hospitality and catering in action 60% of course (internally assessed, externally moderated).

Year 10 - Health & Social Care WJEC Level 1/2 Vocational Award in Health & Social Care. Unit 1 – Health, Well-being and development throughout the lifespan, 40% of course (externally assessed exam). Unit 2 – Outcome-focused and person-centred practice in health and social care 60% of course (internally assessed, externally moderated).

Assessment throughout the year:

Pupils are assessed through practical skill assessments, coursework assessment, theory assessment and extended write assessments in line with exam board specification at least once a term throughout the year.

How parents/carers can support their child’s learning:

Encourage pupils to revise, attend enrichment sessions and complete coursework correctly within deadlines.

Character enrichment opportunities:

Many opportunities and enrichment sessions run throughout the year, please see timetable in department

Useful websites:

Useful websites for revision and additional support DT:

https://www.technologystudent.com/

https://www.bbc.co.uk/bitesize

http://www.design-technology.info/home.htm

Useful websites for revision and additional support HSC:

https://www.nhs.uk/conditions/social-care-and-support-guide

https://www.bbc.co.uk/bitesize

Year 11

Summary of curriculum:

Design Technology (DT): In their GCSE studies pupils aim to recall knowledge from the basic KS3 principles taught and develop their learning further. This will allow them to demonstrate a comprehensive understanding of knowledge and techniques through the use of enhanced learning opportunities to achieve independent learning outcomes. GCSE pupils study one of two options, Engineering or Catering. Pupils will cover both theory and practical skills which continuously build on prior learning while focusing on making connections in depth in key areas to extend their knowledge and understanding. Pupils will be required to build on their cultural capital when relating learning to the developments in the world of work and processes in industry. The curriculum intends pupils to develop their speed and precision in their practical skills independently and working as a team.

Health and Social Care (HSC): In GCSE, pupils aim to be able to broaden and develop basic understanding and care principles that have been taught in a range of subjects up to this point. Pupils are to be introduced to a range of topics to deepen their understanding, they will then apply and embed the knowledge through a range of different assessment tasks with a vocational scenario. Key concepts, such as physical development is intended to be taught at the start of the course and this will continuously build the foundations for both future assessment learning and future studies or employment, building pupils cultural capital. Learning aims to draw on and enhance previously taught topics to develop their resilience and apply this knowledge to examination understanding by threading theory continuously along the course. Topics will be sequenced chronologically to ensure pupils can display understanding that is relevant and in depth.

Main Topics:

Year 11 – Engineering WJEC Level 1/2 Vocational Award in Engineering. Unit 1 – Manufacturing of engineering products, 40% of course (internally assessed, externally moderated). Unit 2 – Designing of Engineering products. 20% of course (internally assessed, externally moderated) Unit 3 Theory – solving engineering products, 40% of course, (externally assessed exam).

Year 11 – Catering WJEC Level 1/2 Vocational Award in Hospitality & Catering. Unit 1 – The hospitality and catering industry, 40% of course (externally assessed exam). Unit 2 – Hospitality and catering in action 60% of course (internally assessed, externally moderated).

Year 11 – Health & Social Care WJEC Level 1/2 Vocational Award in Health & Social Care. Unit 1 – Health, Well-being and development throughout the lifespan, 40% of course (externally assessed exam). Unit 2 – Outcome-focused and person-centred practice in health and social care 60% of course (internally assessed, externally moderated).

Assessment throughout the year:

Pupils are assessed through practical skill assessments, coursework assessment, theory assessment and extended write assessments in line with exam board specification at least once a term throughout the year.

How parents/carers can support their child’s learning:

Encourage pupils to revise, attend enrichment sessions and complete coursework correctly for deadlines.

Character enrichment opportunities:

Many opportunities and enrichment sessions run thoughout the year, please see timetable in department.

Useful websites:

Useful websites for revision and additional support DT:

https://www.technologystudent.com/

https://www.bbc.co.uk/bitesize

http://www.design-technology.info/home.htm

Useful websites for revision and additional support HSC:

https://www.nhs.uk/conditions/social-care-and-support-guide

https://www.bbc.co.uk/bitesize

Year 12

Summary of curriculum:

A-Level Intent:

In their A-Level studies the intention is for all pupils to recall knowledge from the basic KS4 principles to demonstrate a comprehensive understanding of knowledge and techniques, through the use of enhanced learning opportunities to achieve independent learning outcomes. A-level pupils’ study BTEC Level 3 Extended certificate in Health and Social Care. Pupils aim to be taught both theory and practical application of their understanding which continuously builds on prior learning while focusing on making connections in depth in key areas to extend their knowledge and understanding. Pupils intention is to be required to build on their cultural capital when relating learning to the developments in the world of work and processes in industry.

Main Topics:

BTEC Level 3 National Extended Certificate in Health and Social Care, Unit 1 Human lifespan development (external assessment), Unit 2 Human Biology and Health (external assessment), Unit 3 Principles of Health and Social care practice (internal assessment, externally moderated) Unit 6 – safe environments in health and social care (internal assessment, externally moderated).

Further destinations information – BTEC Level 3 HSC opens up a wide range of possible progression pathways. A direct link to higher education with a range of university courses available to pupils who complete the course.

Future careers that may be available include: nursing, doctor, pharmacist, childminder, nanny, social worker, rehabilitation and many more

Assessment throughout the year:

Coursework is assessed in line with exam board specification, short exam style assessments are made throughout the year to support. Assessment is consistent to ensure best progress in made.

How parents/carers can support their child’s learning:

Pupils are assessed through practical skill assessments, coursework assessment, theory assessment and extended write assessments in line with exam board specification at least once a term throughout the year.

Character enrichment opportunities:

Encourge pupils to revise, attend enrichment sessions and complete coursework correctly for deadlines.

Useful websites:

https://www.nhs.uk/conditions/social-care-and-support-guide

https://www.bbc.co.uk/bitesize

Year 13

Summary of curriculum:

A-Level Intent:

In their A-Level studies the intention is for all pupils to recall knowledge from the basic KS4 principles to demonstrate a comprehensive understanding of knowledge and techniques, through the use of enhanced learning opportunities to achieve independent learning outcomes. A-level pupils’ study BTEC Level 3 Extended certificate in Health and Social Care. Pupils aim to be taught both theory and practical application of their understanding which continuously builds on prior learning while focusing on making connections in depth in key areas to extend their knowledge and understanding. Pupils intention is to be required to build on their cultural capital when relating learning to the developments in the world of work and processes in industry.

Main Topics:

BTEC Level 3 National Extended Certificate in Health and Social Care, Unit 1 Human lifespan development (external assessment), Unit 2 Working in Health and Social Care (external assessment), Unit 5 Meeting Individual Care and Support Needs (internal assessment, externally moderated) Unit 12 Supporting individuals with additional needs (internal assessment, externally moderated).

Further destinations information – BTEC Level 3 HSC opens up a wide range of possible progression pathways. A direct link to higher education with a range of university courses available to pupils who complete the course.

Future careers that may be available include: nursing, doctor, pharmacist, childminder, nanny, social worker, rehabilitation and many more

Assessment throughout the year:

Coursework is assessed in line with exam board specification, short exam style assessments are made throughout the year to support. Assessment is consistent to ensure best progress in made.

How parents/carers can support their child’s learning:

Pupils are assessed through practical skill assessments, coursework assessment, theory assessment and extended write assessments in line with exam board specification at least once a term throughout the year.

Character enrichment opportunities:

Encourge pupils to revise, attend enrichment sessions and complete coursework correctly for deadlines.

Useful websites:

https://www.nhs.uk/conditions/social-care-and-support-guide

https://www.bbc.co.uk/bitesize

Subject contact: Amy Rikunenko

 enquiries@darlaston.graceacademy.org.uk