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 (TBA)
- Btec Hospitality (TBA)
- Child's Play, Learning & Development (TBA)
- Design VCERT Food & Cookery (TBA)
- GCSE Food and Nutrition (TBA)
- Hair and Beauty (TBA)
- Health and Social Care (TBA)
- VCERT Engineering (TBA)
- Design Technology (TBA)
Term By Term Schemes of Work
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Child's Play, Learning & Development
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KS3 Technology Curriculum Breakdown
Year 7
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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. |
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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. |
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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. |
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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. |
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Marking out Measuring Cutting Shaping Drilling Polishing Edge treatment
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Unit Content |
FPT’s |
WRL/Industrial H&S |
Skills |
Textiles
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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.
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Dying skills Construction skills Making skills Development skills. |
Year 8
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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.
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Thai Green Curry Bacon & Leek Pie Roasted Vegetable Lasagne Spinach & Chick Pea Curry Savoury Rice Fajitas
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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 |
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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. |
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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. |
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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
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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 |
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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. |
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Spring 2 |
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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. |
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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.
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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. |
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Spring 1 |
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Spring 2 |
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Summer 1 |
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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 |
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Spring 1 |
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Spring 2 |
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Summer 1 |
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This unit will end with a 2 hour written exam externally assessed by the AQA exam board. |
KS4 Art and Design
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KS4 Hospitality
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KS4 Children's Play, Learning and Developement
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KS4 Food and Cookery
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KS4 Food and Nutrition
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KS4 Hair and Beauty
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KS4 Health and Social Care
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KS4 Engineering
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KS4 Design Technology
We're in the middle of making some exciting changes to our curriculum but please do get in touch to find out about what areas we cover.
For further information on the curriculum offered please contact the Academy F.A.O Mrs Hannah Harrison (Curriculum Leader for Technology and Work Related Learning) -by phone on 0113 229 5454 or by email Harrison.h@whiteroseacademies.org