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Technology

Technology and Work Related Learning

The Design Technology and Work Related Learning department is a creative, friendly and positive environment where all the students are expected to work hard and achieve highly. The department encompasses a diverse range of subjects including Engineering, Food and Nutrition, Hair and Beauty, Textiles, Health and Social Care and Hospitality.

High quality work and behaviour are expected across the department and all our learners are supported by enthusiastic and positive staff who plan and deliver highly motivational and engaging lessons that are real to life. There is a strong emphasis on the individual needs of all learners and along side the fantastic facilities and opportunities we provide we can assure a vibrant and exciting curriculum that maximises learner outcomes.

All lessons are taught in a practical environment and learners are encouraged to develop their skills across the subject range. We have two fully equipped Food and Nutrition rooms, an Engineering area, two Resistant Materials rooms, a Textiles classroom and a fully equipped professional Hair and Beauty Salon.

At Key Stage 3, all students complete a term in the three core areas of Design Technology: Food and Nutrition, Textiles and Resistant Materials. At the end of Year 8 students can then choose a Technology subject to study as part of their three year Key Stage 4 pathway.

Educational visits and trips form a significant aspect of our key Stage 4 curriculum; we believe experience in the work place and industry highlights the exciting career opportunities that are available for our learners once they are successfully qualified with one of our GCSE, BTEC or VCERT qualifications. 

Courses in Technology and WRL

Key Stage 4

  • GCSE Textiles (AQA)
  • Btec Art & Design (???)
  • Btec Hospitality (???)
  • Child's Play, Learning & Development (???)
  • Design VCERT Food & Cookery (???)
  • GCSE Food and Nutrition (???)
  • Hair and Beauty (???)
  • Health and Social Care (???)
  • VCERT Engineering (???)
  • Design Technology (???)

 

Term By Term Schemes of Work

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KS3 Design Technology

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GCSE Textiles

 

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Btec Art & Design 

 

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Btec Hospitality

 

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Child's Play, Learning & Development

 

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Design VCERT Food & Cookery

 

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GCSE Food and Nutrition

 

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Hair and Beauty

 

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Health and Social Care

 

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VCERT Engineering

 

KS3 Technology Curriculum Breakdown

Year 7

 

Unit Content

FPT’s

WRL/Industrial H&S

Skills


 

Drawing Skills with Product Design

BASELINE ASSESSMENT

Introduction to Design Technology

Technical drawing aims to develop student’s ability to draw in isometric projection, 1d and 2d perspective whilst also focusing on core skills such as rendering colour, using tone, shade and thick/thin lines to make design work look more realistic and professional.

Pupils are introduced to the concept of using design criteria to assess and design a product.  Pupils are introduced to ACCESS FM, evaluate the design of a drinks bottle in order to use this concept.

Pupils then apply this to an unknown situation in order to design a product of their own. Pupils are also asked to examine what form the design of a product will take, 2D drawing stages and possibly the need for 3D modelling. This is done through the alien toothbrush design brief.

  • Drawing tasks specifically link to design questions as on GCSE Product Design papers.
  • Modelling a toothbrush for an alien in order to develop creativity and innovation through the use of design criteria.
  • Examine what factors will need to be considered when designing a product.
  • Introduce pupils to the idea of using design criteria in the form of ACCESS FM and what this means.
  • Apply this in order to evaluate a given product.
  • Use this to establish what an unknown product must do
  • Produce a number of design ideas that show how they propose to solve a given design brief.
  • Use of technical drawing equipment such as drawing curves, protractors and compasses. Students are shown how to use the equipment correctly in order to produce technical drawing accurately.
  • Design criteria and how it is used in industrial design.
  • Various parts of the design process, namely the brief, free hand 2 dimensional drawing, 3 dimensional modelling and the role of each in the design process.
  • The concept of designing in an environmentally friendly way using the four “r”s.
  • Isometric projection
  • 1d perspective drawing
  • 2d perspective drawing
  • Rendering colour
  • Modelling in 3d using different materials
  • Evaluation, both quantitative and qualitative.
  • Two dimensional sketching/modelling
  • Three dimensional modelling.
  • The four “r”s

Eatwell Everyday

Students learn about the Eatwell Plate, basic nutrition & food groups that provide the essential nutrients in our diet. The importance of a balanced diet for overall good health is taught through a variety of practical sessions in which students make a variety of basic snacks that also develop their knowledge & understanding of food & their practical skills.

  • Fruit Fusion
  • Soup
  • Pizza Toast
  • Macaroni Cheese or Pasta Bake
  • (all subject to ability & prior learning)
  • Industrial clothing in a commercial kitchen-use of aprons, hair nets etc
  • Anti-bacterial soap and work surface spray, blue plasters/gloves
  • Use of electrical equipment near water
  • Bridge & Claw technique-knife skills

 

 

Food

Hearty Lunches

Students learn about the importance of sustaining their energy throughout the day and cook a range of hearty, healthy lunches that release energy slowly using complex carbohydrates. Develop practical skills by now handling raw meat, layering & assembling ingredients in a dish.

  • Roasted Vegetable & Feta Couscous
  • Pasta Salad
  • Curry & Rice
  • Chilli con Carne
  • Industrial clothing in a commercial kitchen-use of aprons, hair nets etc
  • Anti-bacterial soap and work surface spray, blue plasters/gloves
  • Use of electrical equipment near water
  • Bridge & Claw technique-knife skills
  • Knife skills (bridge & claw)
  • Blending
  • Grilling
  • Combining ingredients
  • Handling raw meat
  • Boiling pasta
  • Grating

 

Unit Content

FPT’s

WRL/Industrial H&S

Skills

R.M

African Jewellery

Pupils learn how to design creative geometric wooden jewellery using arrange of existing jewellery as a starting point. Pupils use ACCESS FM to evaluate the jewellery in so doing building upon the alien toothbrush assignment. They then manufacture the jewellery using a variety of hand and machine tool enabling them to start to develop basic skills and techniques.

  • Producing designs using a symmetrical cutting technique
  • Making and using templates
  • Testing different  types of wood for their properties
  • Manufacturing wooden jewellery in a variety of different types of wood using both hand and machine tools
  • Health and safety with regard to using hand and machine tools in any workshop
  • Use of PPE in the school and industrial workshop
  • Industrial production of manufactured wood
  • General health and safety in any workshop

Marking out

Measuring

Cutting

Shaping

Drilling

Polishing

Edge treatment

 


 

Unit Content

FPT’s

WRL/Industrial H&S

Skills

Textiles

 

Decorative Cushion

Pupils learn how to use the sewing machine safely, correctly and independently.

The focus is the 6 R’s of sustainability and investigations into different dying methods.

Students develop their practical skills whilst using a sewing machine, specialist equipment, fabric and components.

 

  • Tie dye
  • Screen printing
  • Batik
  • Machine skills
  • Construction of cushion
  • Health and Safety of the sewing machine.
  • Links to designers through homework’s and investigation into the printing industry.

Dying skills

Construction skills

Making skills

Development skills.

 

 

Year 8

 

Unit Content

FPT’s

WRL/Industrial H&S

Skills

Food

Multicultural Meals

Students learn about cultural foods and build awareness of other’s beliefs & the way their diets are affected (vegetarianism, halal, kosher etc)

They learn how to cook a range of different cultural meals using herbs & spices synonymous to the cultures.

 

 

Thai Green Curry

Bacon & Leek Pie

Roasted Vegetable Lasagne

Spinach & Chick Pea Curry

Savoury Rice

Fajitas

 

Industrial clothing in a commercial kitchen-use of aprons, hair nets etc

Anti-bacterial soap and work surface spray, blue plasters/gloves

Use of electrical equipment near water

Bridge & Claw technique-knife skills

Weighing

Measuring

Kneading

Shaping

Assembling

Layering

Handling raw meat

Spice blending

Cooking rice

 

Unit Content

FPT’s

WRL/Industrial H&S

Skills

Textiles

Phone Sock with Materials Investigation

Students revisit health and safety knowledge and understanding taught in Year 7 and complete a sewing machine driving test to review their practical skills. They learn how to independently set up a sewing machine and select different stitches.

Students develop their understanding of different hand and machine embroidery stitches and create samples of a variety of stitches. Following on from this students develop further knowledge and understanding of materials and their properties and investigate the suitablility of different fabrics for different ueses. Students then develop a design for a phone sock to encompass decorative surface patterns techniques and make and cut out their own pattern and manufacture the phone sock taking into account tolerance levels and seam allowances.

Tie dye

Screen printing

Fabric crayons

Batik

Machine skills

Construction of phone sock

Health and Safety of the sewing machine.

Links to designers through homework’s and investigation into the printing industry.

Dying skills

Construction skills

Making skills

Development skills.

 

Unit Content

FPT’s

WRL/Industrial H&S

Skills

Resistant Materials

Project Aims:

The project follows on from pupil’s experience of resistant materials in year seven where they will have cut and shaped wood when completing the jewellery project.

This project introduces them to plastic and demonstrates how its material properties differ to that of wood.

Pupils shape and form an acrylic strip using heat, examine its elastic nature, compare its working properties to those of wood when drilling and sanding it.

The project also aims to give pupils their first experience of CAD/CAM design by asking them to produce an engraved logo that forms part of the final product.

Pupils are also introduced to the concept of joining materials by using adhesives and finish materials by using paint in contrast to the polish in the jewellery project.

Produce initial ideas for their logo design. See this being produced by laser cutting

Accurately measure and cut material, finish wood and acrylic appropriately, compare these techniques.

Follow an orthographic drawing and interpret the included information.

Use the line bender to produce the specified plastic clip shape.

Finish the MDF board using paint and take appropriate precautions.

Finish the acrylic using wet/dry paper as appropriate.

Use of CAD/CAM techniques in industry and the advantages that it brings

Use of acrylic and similar materials in industry.

Use of dimensioned drawings.

Use of machines in comparison to hand tools to improve productivity and outcomes.

Use of COSHH and risk assessment practises as taken from an industrial context.

Co-ordination skills:

Work with multiple hand tools.

Planning techniques:

Produce a manufacturing plan including timescales.

Independent enquirers

Creative thinkers:

Pupils produce a logo of their own design after considering several alternatives.

Team work/cooperation

Students work together, sharing resources. Pupils peer assess written and practical work.

Self-managers:

Pupils work independently and make decisions as to what they will do in order to produce the desired outcome.

Effective participation:

Pupils take responsibility for their own health and safety and that of others when using machines and painting

Science: material properties, plastics and wood.

Mathematics:

Units of measurements, accuracy when marking out. Interpret diagrams and drawings.

 

Unit Content

FPT’s

WRL/Industrial H&S

Skills

Graphics

Pop Up Cards

Students learn about the design process and research required to make a pop up card.  They will look at a target audience and carry out research and questionnaires to discover what the target audience like before moving onto design, making and marketing ideas.

Card modelling

Mechanisms

 

Safety in the classroom and how it links to the workplace

Enterprise and costing

Research

ICT

Literacy

Discussion

Numeracy

Making

Designing

  

 

KS4 Textiles

KS4 Curriculum Following: AQA GCSE Design and Technology: Textiles Technology (KS4)

 

Year 9

Autumn 1

Task 1:

Sewing skills

Task1: Sewing Skills:

Students will complete a project where they have to test different sewing, construction and decoration methods in order to complete a final product.

Students will get verbal feedback regarding their coursework.

 

Work that is taught before the controlled tasks will be STAR marked and written feedback will be given.

Autumn 2

 

 

 

 

Spring 1

Task 2:

Working to a brief

Task2: Working to a brief:

Students will work towards a brief on a design and make project to ensure that they understand the design process for their control assignment next year.

Students will get verbal feedback regarding their coursework.

 

Work that is taught before the controlled tasks will be STAR marked and written feedback will be given.

Spring 2

 

 

 

 

Summer 1

Task 3:

Introduction to controlled assessment

Task3: Introduction to controlled assessment:

Students to select an AQA brief set by the exam board and begin to carry out research that will help to support GCSE Coursework next term.

Students will get verbal feedback regarding their coursework.

 

Work that is taught before the controlled tasks will be STAR marked and written feedback will be given.

Year 10

Autumn 1

Unit 2:

Unit 2: Controlled assessment: Research, Design and Make

Consists of a single design and make activity selected from a range of tasks set by the exam board.

 

Design and Technology is a practical subject area which requires the application of knowledge and understanding when developing ideas, planning, producing products and evaluating them.

Students will research a topic and design a product based on their chosen theme.

 

Approximately 45hours

60% of the final grade.

Externally assessed through the use of evidence in a Portfolio.

 

Autumn 2

Students will get verbal feedback regarding their coursework.

 

Work that is taught before the controlled tasks will be STAR marked and written feedback will be given.

 

Spring 1

Spring 2

 

Summer 1

Year 11

Autumn 1

Unit 1:

Unit 1: Written exam paper

40% of final grade.

Areas of focus:

Properties and characteristics

Product maintenance, suitability and fitness for purpose,

Dying and printing

Decoration and enhancement

Finishes

Manufactured components

Product analysis

Social, culture, moral, health and safety and environment issues,

Ethical issues

Techniques and processes

CAD/CAM

Quality assurance

Work will be assessed using many methods, including verbal, written, peer and self-marking.

Autumn 2

STAR marking will take place once every half term

 

Spring 1

Spring 2

 

 

 

Summer 1

 

This unit will end with a 2 hour written exam externally assessed by the AQA exam board.

 

KS4 Art and Design

 

 

 

KS4 Hospitality

 

 

 

KS4 Children's Play, Learning and Developement

 

 

 

KS4 Food and Cookery

 

 

 

KS4 Food and Nutrition

 

 

 

KS4 Hair and Beauty

 

 

 

KS4 Health and Social Care

 

 

 

KS4 Engineering

 

 

 

KS4 Design Technology 

 

 

 

 

 

 

For further information on the curriculum offered please contact the Academy F.A.O Mrs Soraya Hearlty  hartley.s@whiteroseacademies.org (Head of Technology and Work Related Learning)