Design & Technology

Staffing of the department

Mr P Robinson - Head of Department
Mrs Lanzon - Teacher of Textiles and Product Design
Mrs Woolgar - Teacher of Food Technology


Educational philosophy / Aims of the curriculum


Aims:
To develop a critical awareness of the made and natural environment and of the social contexts into which Design Technology plays an important role. Design and Technology aims to foster curiosity, ingenuity and imagination through personal involvement with concepts and materials. It also strives to increase pupils understanding of the physical, social, emotional, intellectual and aesthetic needs of people, which change throughout life.
Objectives:
Pupils should be able to:

  • Identify real needs which may be solved through creative Design and Technology based activity;
  • Identify the resources needed for the solution of problems and identify constraints which may influence proposed solution;
  • Demonstrate communication skills necessary to give, in a clear and appropriate form, information about a product, system or environment;
  • Demonstrate appropriate skill to create or model a product, system or environment and then be able to evaluate its success against the original specification.

KS4 Curriculum

Our Design and Technology offers three options for study who select to continue study at KS4. These are:

  • Product Design – GCSE
  • Textiles – GCSE
  • Hospitality and Catering - GCSE.

 


KS4 Programme of study

Product design

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. The distinction between Designing and Making is a convenient one to make, but in practice the two often merge. For example, research can involve not only investigating printed matter and people's opinions, but also investigating e.g. proportions, adhesives, colour, structures and materials through practical work.

Designing Skills

  • Be creative and innovative when designing
  • Design products to meet the needs of clients and consumers
  • Understand the design principles of form, function and fitness for purpose
  • Understand the role that designers and product developers have, and the impact and responsibility they have on and to society
  • Analyse and evaluate existing products, including those from professional designers
  • dDevelop and use design briefs and specifications for product development
  • Consider the conflicting demands that moral, cultural, economic, and social values and needs can make in the planning and in the designing of products
    consider environmental and sustainability issues in designing products
  • Consider health and safety in all its aspects
  • Anticipate and design for product maintenance where appropriate
  • Design for manufacturing in quantity and to be aware of current commercial/industrial processes
  • Generate design proposals against stated design criteria, and to modify their proposals in the light of on-going analysis, evaluation and product development
  • Reflect critically when evaluating and modifying their design ideas and proposals in order to improve their products throughout inception and manufacture
  • Use, where appropriate, a range of graphic techniques and ICT (including digital media), including CAD, to generate, develop, model and communicate design proposals
  • Investigate and select appropriate materials/ ingredients and components
  • Plan and organise activities which involve the use of materials/ingredients and components when developing or manufacturing
  • Devise and apply test procedures to check the quality of their work at critical/key points during development, and to indicate ways of modifying and improving it when necessary
  • Communicate the design proposal in an appropriate manner
  • Be flexible and adaptable when designing
  • Test and evaluate the final design proposal against the design specification
  • Evaluate the work of other designers to inform their own practice
  • Understand the advantages of working collaboratively as a member of a design team
  • Understand the need to protect design ideas

Making Skills

  • Select and use tools/equipment and processes to produce quality products;
  • Consider the solution to technical problems in the design and manufacture process;
  • Use tools and equipment safely with regard to themselves and others;
  • Work accurately and efficiently in terms of time, materials/ingredients and components;
  • Manufacture products applying quality control procedures;
  • Have knowledge of Computer-Aided Manufacture (CAM) and to use as appropriate;
  • Ensure, through testing, modification and evaluation, that the quality of their products is suitable for intended users and devise modifications where necessary that would improve the outcome(s);
  • Understand the advantages of working as part of a team when designing and making products.

Catering:

The GCSE Catering specification offers a unique opportunity for candidates to develop their knowledge and extend their skills within catering in a vocational context. It is a suitable qualification for those who want a broad background in this area and for those who wish to progress to further education. It will offer valuable preparation for those entering the world of work.
The specification encourages the investigation and study of catering in a variety of contexts and uses a range of assessment techniques to enable the candidate to respond through practical and investigative work.

CATERING (Units 1 and 2)
These units concentrate on the food preparation and service aspect of the hospitality and catering industry and can be studied as a single award or as a component of the double award hospitality and catering.

Areas of study:

  • The industry - food and drink.
  • Job roles, employment opportunities and relevant training.
  • Health, safety and hygiene.
  • Food preparation, cooking and presentation.
  • Nutrition and menu planning.
  • Costing and portion control.
  • Specialist equipment.
  • Communication and record keeping.
  • Environmental considerations.

Textiles Technology:

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. The distinction between Designing and Making is a convenient one to make, but in practice the two often merge. For example, research can involve not only investigating printed matter and people's opinions, but also investigating e.g. proportions, adhesives, colour, structures and materials through practical work. The skills which follow underpin all learning and cover the programme of study for KS4 Design and Technology.

Designing Skills

  • Be creative and innovative when designing;
  • Design products to meet the needs of clients and consumers;
  • Understand the design principles of form, function and fitness for purpose;
  • Understand the role that designers and product developers have, and the impact and responsibility they have on and to society; 
  • Analyse and evaluate existing products, including those from professional designers;
  • Develop and use design briefs and specifications for product development;
  • Consider the conflicting demands that moral, cultural, economic, and social values and needs can make in the planning and in the designing of products; 
  • Consider environmental and sustainability issues in designing products;
  • Consider health and safety in all its aspects;
  • Anticipate and design for product maintenance where appropriate;
  • Design for manufacturing in quantity and to be aware of current commercial/industrial processes;
  • Generate design proposals against stated design criteria, and to modify their proposals in the light of on-going analysis, evaluation and product development;
  • Reflect critically when evaluating and modifying their design ideas and proposals in order to improve the products throughout inception and manufacture;
  • Use, where appropriate, a range of graphic techniques and ICT (including digital media), including CAD, to generate, develop, model and communicate design proposals;
  • Investigate and select appropriate materials and components;
  • Plan and organise activities which involve the use of materials and components when developing or manufacturing;
  • Devise and apply test procedures;
  • Check the quality of their work at critical/key points during development, and to indicate ways of modifying and improving it when necessary;
  • Communicate the design proposal in an appropriate manner;
  • Be flexible and adaptable when designing; 
  • Test and evaluate the final design proposal against the design specification;
  • Evaluate the work of other designers to inform their own practice;
  • The advantages of working collaboratively as a member of a design team; 
  • Understand the need to protect design ideas.

Making Skills

  • Select and use tools/equipment and processes to produce quality products; 
  • Consider the solution to technical problems in the design and manufacture process;
  • Use tools and equipment safely with regard to themselves and others; 
  • Work accurately and efficiently in terms of time, materials and components; 
  • Manufacture products applying quality control procedures;
  • Have knowledge of Computer Aided Manufacture (CAM) and to use as appropriate; 
  • Ensure, through testing, modification and evaluation, that the quality of their products is suitable for intended users and devise modifications where necessary that would improve the outcome(s);
  • The advantages of working as part of a team when designing and making products.

 


Exam results and targets


Product Design 2014
  target actual national
A*-A 64% 26% 17%
A* - C 100% 100% 59%

Catering 2014
  target actual national
A*-A 64% 29% 12%
A* - C 100% 100% 59%
 

Make up of exams - overview

Textiles Technology

This specification is one of a suite of eight in Design and Technology offered by AQA. There is one tier of assessment covering grades A* to G.

Unit 1 (45701)
Written Paper - 2 hours - 120 marks - 40% 
Candidates answer all questions in two sections
Pre-release material issued
 
Unit 2 (45702)
Controlled Assessment - Approximately 45 hours - 90 marks - 60%
Consists a single design and make activity selected from a range of board set tasks 

Product Design

Unit 1: Written Paper (45551)
40% of total marks
2 hours
120 marks
Candidates answer all questions in two sections
Pre-Release material issued   

Unit 2: Design and Making Practice (45552)
 60% of total marks
Approximately 45 hours
90 marks
Consists of a single design and make activity selected from a range of board set tasks

Catering GCSE

Unit 1 - Catering skills related to food preparation and service
The controlled assessment is structured as follows:
Task 1 - (20%) Please note there is no change to task 1.
Candidates will choose one from the following bank of tasks.

  • Chefs use a wide range of fruit and vegetables to add colour, flavour and texture to their menus. Using fruit and vegetables produce and serve four interesting dishes that would be popular with customers.
  • There is a wide variety of dairy products available for chefs to use. Using dairy products produce and serve two sweet and two savoury dishes that could be included on a menu.
  • Afternoon teas are very popular and are an excellent way for chefs to demonstrate their skills at producing baked products. Prepare, cook and serve four items, at least one of which must be savoury that could be offered as part of an afternoon tea menu.

Task 2 - (40%)
Candidates will choose one from the following bank of tasks. All tasks must cater for two covers.

  • The local hotel in your area is holding an international week. As the trainee chef you have been invited to take part and have been asked to prepare a two-course meal from a country of your choice.
  • Celebrity chefs have been promoting the importance of a healthy diet. As a school/college caterer you have been asked to produce and serve a two- course meal that would encourage healthy eating in the school/college restaurant.
  • You have been selected to represent your school/college in the 'Young Chef of the Year' competition. You have been asked to plan, prepare and serve a two course meal for two covers suitable for customers with a specific dietary need.

(You must clearly indicate and justify the specific dietary need you intend to cater for.)

UNIT 2: Catering, food and the customer (40%)
Written Paper 1 ¼ hours
One paper which will be externally set and marked. All questions compulsory and targeted at the full range of GCSE grades. The paper will contain short answer, structured and free response questions drawn from the


Special requirements

Apron for food technology


Links to useful sites for KS4 students, parents and members of the public

http://www.aqa.org.uk/subjects/design-and-technology/gcse/design-and-technology-product-design-4555
http://www.aqa.org.uk/subjects/design-and-technology/gcse/design-and-technology-textiles-technology-4570
http://www.wjec.co.uk/qualifications/hospitality-and-catering/