DT
The curriculum is broken down into 3 sub areas of Food, Textiles and Design & Technology. Each student will Explore the curriculum as part of a series of rotations, enabling a breadth of skills to be experienced creatively in the whole of Key Stage 3. The modules will ensure all students can reach their potential through skills-based learning. These projects will to engage and challenge the students, preparing them for the evolving and diverse life that lies before them. Students will focus on high quality solutions for global and worldwide problems.
Our curriculum will enable students to build on the foundations of knowledge and skills. The breadth of subjects studied within DT provides curated opportunities for students to question and justify decisions within both to their daily lives as well as applying it to global and/or industrial situations. Students will show an awareness of how their choices have an effect on the world they live in. This enables students to develop from learners to creators, problem solvers, project managers and designers through discovery of sense of self and place. The DT curriculum contributes to student’s sense of achievement, teamwork, organisation skills, development of independence and self-agency. Students will be able to apply their evaluative and inquisitive skills to the wider world.
| Year 7 | ||
| Food technology rotation | Product Design- Sweet dispenser project rotation | Year 7 textiles technology- Bag project rotation |
| •Food safety and hygiene •Balanced diets •Scientific food processes •Environmental impact of food •Sensory analysis •Portion control Practicals •Omelette, Fruit salad, Pizza bread, Chunky tomato soup, Cheese scones, Apple and sultana crumble, Chicken Goujons, Choc Chip Cookies | •Workshop health & safety •Names & functions of tools & machines. •Design specifications •Isometric drawing technique. •Computer aided design (2D). •Types of wood theory. •Writing evaluations. | •Product analysis •Hand sewing •Biomimicry •Design specifications •Sewing machine health & safety. •Sewing machine operation. |
| Year 8 | ||
| Food technology rotation | Year 8 Product Design- Bug Hotel Project | Year 8 Textile technology- Supermarket stitch Cushions |
| •Food safety and kitchen hazards •Healthy eating •Scientific food processes •Food poisoning risks •Sources of food •Nutritional needs •Cake making methods Practicals •Hokey Pokey (honeycomb), Eggs, Smoothie experiments,Macaroni cheese, Burgers, Spaghetti Bolognese, Bombay curry, Mini choc chip cakes, Egg fried rice . | •6 R’s of Sustainability •Isometric drawing •3rd angle orthographic drawing •Softwoods & hardwoods •Ferrous & non-ferrous metals •Computer aided design (2D) •Writing evaluations | •Design brief •Design specification •Designing ideas •Iron safety •Setting up a sewing machine •Sewing machine operation •Evaluation |
| Year 9 | ||
| Food technology rotation | Year 9 Product Design- Desk Lamp project | Year 9 textiles technology- Pencil Case project |
| •Healthy cooking methods •Types of nutrients •Food safety legislation •Kitchen hazard control •Dietary needs •Homemade verses shop brought •Allergy and intolerance • Practicals •Jerk chicken skewers, Meatballs, Savoury rice, Cheese and tomato pasta bake, Lasagne, Pancakes, Pizza/focaccia, Mini cakes, Pear marble cake | •Design brief •Design ideas •Design specification •Vacuum forming theory •Softwoods, hard woods and manufacture boards. •Thermosetting & thermo forming plastics. •Computer aided design (2D) •Soldering method & circuit schematic. •Scale of production •Evaluation | •Culture research •Specification •Design ideas •Sewing machine health & safety. •Sewing machine operation. •Computer aided design (2D) •Finishes embroidery/vinyl/ fabric crayon •How to sew a zip •Evaluation |
GCSE Product Design – WJEC
| Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | |
| Year 10 | Desk Tidy Project | Passive amp project | NEA | |||
| •Design brief •Client profile •Idea generation •Design specification •Cardboard prototype •Design development •Computer aided design (2D) •Manufacture- timber/polymer •Testing •Evaluation | •Paper & boards •Natural & Manufacture boards •Ferrous & non ferrous •Natural, synthetic, blended and mixed fibres, and woven, non-woven and knitted textiles. •Modern materials •Smart Materials Composites | •Sketching ideas •3D foam modelling •Computer aided design (3D) •Manufacture planning •Manufacturing •Finishes •Evaluation | •New and emerging technologies: industry, enterprise, people, culture and society •product life cycle •production techniques | •sustainability and the environment •Future developments •fossil fuels •Renewable energy •Nuclear power • | •Electronics- input & output, feedback & control, processes & microcontrollers. •Levers & linkages • •Rotary systems •NEA research |
GCSE Food Preparation and Nutrition – OCR
In Food Preparation and Nutrition, the qualification aims to equip learners with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating. The OCR qualification will encourage learners to cook and make informed decisions about a wide range of further learning, opportunities and career pathways, as well as develop life skills that enable learners to feed themselves and others affordably, now and in later life.
Food Preparation and Nutrition students will discover the essentials of food science, nutrition and how to cook. In addition to this, learners will understand the huge challenges that we face globally to supply the world with nutritious and safe food. The heart of our teaching is the development of strong practical cookery skills and techniques as well as a good understanding of nutrition. We believe that learners who learn to cook well are more likely to make better food choices and understand healthy eating.
Students develop practical cookery skills and techniques as they explore the underlying principles of food science, nutrition, food traditions and food safety. The course will inspire students to be inquisitive, creative and confident cooks.
| Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | |
| Year 10 | Theory Topics Food safety Health Provenance – Food Sources and Processes Practical Recipes Vegetable soup Meatballs and tomato sauce Chapattis and raita Bread making Chelsea buns Chow Mein Food Science Enzymic browning Reducing oxidation Testing for vitamin C Fibre content using a nutritional analysis programme Nutritional analysis | Theory Topics Food choice Health and Nutrients Provenance Nutrients Practical Recipes Scones and jam Bakewell tart Potato dishes Cottage pie Olive or tomato focaccia Hot dogs with caramelised onions Food Science Acids and alkalis Raising agents Caramelisation | Theory Topics Health Nutrients Provenance Practical Recipes Cornish pasties Gateaux Sausage rolls Parma ham Palmiers Spinach and ricotta ravioli Eggs benedict Food Science Shortening Aeration Plasticity Emulsification | Theory Topics Sensory properties Senses Features and characteristics of individual cuisines The reasons why food is cooked Food processing and preserving methods Practical Recipes Blueberry muffins Swiss roll Toad in the hole Cauliflower cheese Chicken goujons Scotch eggs Food Science Raising agents Gelatinisation Dextrinisation | Theory Topics Health Nutrients Provenance Food safety Food security Practical Recipes Biscuits Pannacotta Lemon or fruit cheesecake Full English breakfast Modifying a recipe for health Use of preserved foods in recipes Food Science Gluten formation Yeast as a raising agent Acid denature Foam formation Modifying a recipe for health | Theory Topics Health Nutrients Provenance Food safety Food security Task practice Practical Recipes Millionaire’s shortbread Chilli con carne Ice cream Brownies Dish using leftover food Student’s choice Food Science Preservation Micro-organisms used in food production Making yogurt and cheese Conditions and control of bacterial growth
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| Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | |
| Year 11 | Scientific Investigation Task planning and introduction (9 marks) Research Investigation (21 marks) How did I complete the task? Produce a comprehensive analysis with a wide range of opinions and viewpoints | Scientific Investigation Evaluation of observations and findings Practical Exam Planning Preparation Plan: Reasons for selection of dishes Identification of skills and techniques Sensory/nutritional choice and costs Food provenance and seasonality | Practical Exam Planning Preparation Time plan Practice skills Theory input Theory input: Presentation and portion control | Practical Exam Prepare, cook and present 3 dishes based on a supplied theme Analysis and evaluation: evidence of sensory testing Justification of choice Improvements or modifications | Exam Revision | Exam Revision |
