020 8590 2245

Ms J L Hamill (Headteacher)
45-65 Oaks Lane, Newbury Park
Ilford, IG2 7PQ

Design Technology

What will students learn? (Overview)
Years 7-8

In Key Stage 3 we offer the delivery of three main Design and Technology areas of study; these are Food Technology, Product Design and Textiles Technology. Students will gain experience in the use of a wide range of materials including wood, plastics, fabrics, food and graphic materials as well as developing many practical skills. To enhance the theory knowledge and allow students to access further information to support their learning, the department sets HSPs (Home Study Projects). These give the students the chance to carry out the independent research needed to reinforce the practical tasks undertaken in school. This is a model for home learning that has been adopted by other departments in the school and at other schools in the borough.

How will they be assessed?

Students will be assessed throughout the year in each Design Technology area studied. This will cover their understanding of theory tasks, design skills and application of practical tasks. The structure of learning in each DT subject will allow the students to achieve in different focus areas such as planning, design and evaluation. There will always be an assessment of the students’ practical work which looks at the quality of the finished product, the skills that have been used to achieve the desired outcome and how well these have been utilised and mastered.

How can parents support?

Parents can assist with research tasks on HSPs and ensure that the deadlines that have been set by the staff are adhered to. HSP’s will occasionally require students to visit places of interest that are related to the research task. It would be very helpful if parents can help their child to undertake these trips.

Take an active role in understanding the topics that are being covered in lessons. The HSPs are a great way to gain this crucial insight and as a result, different perspectives can be included in the work that is completed.

Parents can encourage their children to visit some of the fantastic museums and exhibitions available to us living in London. Places such as The Victoria & Albert Museum, Design Museum and Fashion & Textile Museum are all well worth a trip.

Parents can encourage their children to get involved with practical tasks around the house such as cooking meals, any sewing tasks or even helping to put up flat-packed furniture!

Support the department in sharing the staffs’ enthusiasm for the subject and all the products that we all come into contact with every day of our lives.


Exam Board: WJEC

The WJEC Level 1/2 Award in Constructing the Built Environment is designed to support learners to develop an awareness about the construction industry from the build perspective. It provides learners with a broad introduction to the different trades involved in the sector and the types of career opportunities available. It is mainly suitable as a foundation for further study. This further study could provide learners with the awareness of the work of different types of job roles in the sector such as plumbers, carpenters and bricklayers or pursue other careers in the planning and design sectors within construction. As a result, they may wish to start an apprenticeship or continue with their studies in order to pursue the job roles and careers that they have an interest in.

The successful completion of this qualification, together with other equivalent qualifications, such as in mathematics and the sciences, could provide the learner with opportunities to access a range of qualifications including GCE, apprenticeships, vocationally related and occupational qualifications. These include:

  • Level 3 Extended Project
  • Level 3 qualifications in construction, such as Diplomas in Construction and the Built Environment
  • Level 2 qualifications in specialist areas such as plumbing, bricklaying and carpentry
  • Apprenticeships in construction.

This structure has been designed to allow learners to develop the understanding and skills related to a range of job roles in construction. The units provide an overview of technical roles such as bricklayers, carpenters and electricians as well as professional roles such as site inspectors, project managers, surveyors and architects and how they work together to complete construction projects. For this reason, the students are not confined to the career options in the building trades, but also the management and engineering careers that are open.

This is the qualification structure:
WJEC Level 1/2 Awards in Constructing the Built Environment
Unit
Unit title
Assessment Method
What is involved:
1 Safety and security in construction External This follows a tighter range of knowledge needed for success. The students get a free re-sit (and the highest mark from each paper is the one that is awarded as the final grade).
2 Practical Internal The students will thrive at this! They will tackle the following: Carpentry and Joinery, Bricklaying, Painting and Decorating. The students will all be taught the correct ways of working and the skills needed prior to the controlled assessment tasks that are set by the exam board. The final assessment will consist of an 11-hour practical that looks at the students’ practical skills.
3 Planning construction projects Internal This looks at the Mathematics required for specific jobs and puts Mathematics into the correct practical contexts within the scenario being studied. This also covers project planning, timescales and schedules.

Each unit has been designed so that knowledge, skills and understanding are developed through tasks that have many of the characteristics of real work in construction. Each unit has an applied purpose which acts as a focus for the learning in the unit. This approach is called applied learning and enables learners to learn in such a way that they develop:

  • skills required for independent learning and development
  • a range of generic and transferable skills
  • the ability to solve problems
  • the skills of project-based research, development and presentation
  • the fundamental ability to work alongside other professionals in a professional environment.
How can parents support?

The Independent Learning Tasks (ILTs) are set in the same format as HSPs and are completed so that the students can apply the knowledge on theoretical topics to case studies that they have researched. The successful completion of these is based on the notes made in class and parents are urged to assist with the learning of key vocabulary that must be used and applied. There are numerous television programmes regarding the construction industry and the varied types of work that are undertaken. Taking the time to look at the processes involved from planning and design through to the construction itself, will provide excellent case studies for the theory knowledge as well as gaining an insight into the different careers and the skills required for these careers. Other useful websites are:

CAREERS

http://www.citb.co.uk/
https://www.goconstruct.org/
HEALTH AND SAFETY

http://www.hse.gov.uk/

 

AQA- GCSE DT (1-9) Specialising in Wood

Aims of the course:

GCSE Design and Technology will prepare students to participate confidently and successfully in an increasingly technological world. Students will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors. Students will get the opportunity to work creatively when designing and making and apply technical and practical expertise. The GCSE we follow at Oaks Park allows students to study core technical and designing and making principles, including a broad range of design processes, materials techniques and equipment. They will also have the opportunity to study specialist technical principles in greater depth.

This qualification is linear. Linear means that students will sit all their exams and submit all their non-exam assessment at the end of the course.

The following equipment is required in order to successfully participate on this course:

  • Folder for course documentation.
  • Memory Stick to NEA information, course content, assessment material and homework.
  • Course Book to aid in preparing for lessons and revision. (provided by school)
  • Revision workbook    
  • Revision Guide
  • Additional materials required for practical lessons

Parental support:

Parents can support their child's learning through reading and following parental engagement termly newsletters. Watching design programs, students assisting with DIY and visiting places of design interest such as museums and exhibitions.  

Checking students are completing homework which can be found on google classroom.

Checking that students are revising  for a minimum of two hours a week with the correct revision textbooks.

Course Content:

Core technical principles Specialist technical principles:

1. Papers & Boards

2. Natural and Manufactured timbers

Designing and making principles

Core Technical Principles

News and Emerging Technologies:

  1.       Industry
  2.       Enterprise
  3.       Sustainability
  4.       People
  5.       Culture
  6.       Society
  7.       Environment
  8.       Production Techniques and systems
  9.       How the critical evaluation of new and emerging technologies informs design decisions.

Energy Generation and Storage:

  1.   Fossil Fuels
  2.   Nuclear Power
  3.   Renewable Energy
  4.   Energy Storage systems including Batteries

Developments in new materials:

  1.   Modern Materials
  2.   Smart Materials
  3.   Composite Materials
  4.   Technical Textiles

Systems approach to designing:

  1.   Inputs
  2.   Processes
  3.   Outputs

Mechanical Devices:

  1.   Different Types of Movement
  2.   Changing Magnitude and Direction of force: Levers/ linkages/ Rotary Systems

Materials and their working properties:

  1.   Papers and Boards
  2.   Natural and Manufactured timbers
  3.   Metals and Alloys
  4.   Polymers
  5.   Textiles
  6.   Material Properties

Specialist Technical principles:

In addition to the core technical principles, all students should develop an in-depth knowledge and understanding of the following specialist technical principles:

  • selection of materials or components
  • forces and stresses
  • ecological and social footprint
  • sources and origins
  • using and working with materials
  • stock forms, types and sizes
  • scales of production
  • specialist techniques and processes
  • surface treatments and finishes

Each specialist technical principle should be delivered through:

  1. Papers & Boards

Students should have an overview of the main categories and types of papers and boards:

  • bleed proof
  • cartridge paper
  • grid
  • layout paper
  • tracing paper boards including:
  • corrugated card
  • duplex board
  • foil lined board
  • foam core board
  • ink jet card
  • solid white board.
  1. Natural and Manufactured timbers

Students should have an overview of the main categories and types of natural and manufactured timbers:

Hardwoods including:

  • ash
  • beech
  • mahogany
  • oak
  • balsa

Softwoods including:

  • larch
  • pine
  • spruce

Manufactured Boards including:

  • medium density fibreboard (MDF)
  • plywood
  • chipboard.

Assessment:

 

  • Written exam: 2 hours  (100 marks = 50% of GCSE)

 

Questions:

Section A – Core technical principles (20 marks) A mixture of multiple choice and short answer questions assessing a breadth of technical knowledge and understanding.

Section B – Specialist technical principles (30 marks) Several short answer questions (2–5 marks) and one extended response to assess a more in depth knowledge of technical principles.

Section C – Designing and making principles (50 marks) A mixture of short answer and extended response questions.

  1. Non-exam assessment (NEA)

What's assessed -  Practical application of:

  • Core technical principles
  • Specialist technical principles
  • Designing and making principles

Non-exam assessment (NEA): 30–35 hours approx (100 marks + 50% of GCSE)

Task(s)

  • Substantial design and make task

Assessment criteria:

  • Section A - Identifying and investigating design possibilities
  • Section B - Producing a design brief and specification
  • Section C - Generating design ideas
  • Section D - Developing design ideas
  • Section E - Realising design ideas
  • Section F - Analysing & evaluating
  • In the spirit of the iterative design process, the above should be awarded holistically where they take place and not in a linear manner.
  • Contextual challenges to be released annually by AQA on 1 June in the year prior to the submission of the NEA.
  • Students will produce a prototype and a portfolio of evidence.
  • Work will be marked by teachers and moderated by AQA.

AQA- GCSE DT (1-9) Specialising in Textiles

Aims of the course:

GCSE Design and Technology will prepare students to participate confidently and successfully in an increasingly technological world. Students will gain awareness and learn from wider influences on Design and Technology including historical, social, cultural, environmental and economic factors. Students will get the opportunity to work creatively when designing and making and apply technical and practical expertise. The GCSE we follow at Oaks Park allows students to study core technical, designing and making principles, including a broad range of design processes, materials techniques and equipment. They will also have the opportunity to study specialist technical principles in greater depth.

This qualification is linear. Linear means that students will sit all their exams and submit all their non-exam assessment at the end of the course.

 

The following equipment is required in order to successfully participate on this course:

  • Folder for course documentation.
  • Memory Stick to NEA information, course content, assessment material and homework.
  • Course Book to aid in preparing for lessons and revision. (provided by school)
  • Revision workbook    
  • Revision Guide
  • Additional materials required for practical lessons

 

Parental support:

Parents can support their child's learning through reading and following parental engagement termly newsletters. Watching design programs, students assisting with DIY and visiting places of design interest such as museums and exhibitions.  

Checking students are completing homework which can be found on google classroom.

Checking that students are revising  for a minimum of two hours a week with the correct revision textbooks.

 

Course Content:

Core technical principles Specialist technical principles:

1. Papers & Boards

2. Textiles

Designing and making principles

 

Core Technical Principles

 

News and Emerging Technologies:

  1.       Industry
  2.       Enterprise
  3.       Sustainability
  4.       People
  5.       Culture
  6.       Society
  7.       Environment
  8.       Production Techniques and systems
  9.       How the critical evaluation of new and emerging technologies informs design decisions.

 

Energy Generation and Storage:

  1.   Fossil Fuels
  2.   Nuclear Power
  3.   Renewable Energy
  4.   Energy Storage systems including Batteries

 

Developments in new materials:

  1.   Modern Materials
  2.   Smart Materials
  3.   Composite Materials
  4.   Technical Textiles

 

Systems approach to designing:

  1.   Inputs
  2.   Processes
  3.   Outputs

 

Mechanical Devices:

  1.   Different Types of Movement
  2.   Changing Magnitude and Direction of force: Levers/ linkages/ Rotary Systems

 

Materials and their working properties:

  1.   Papers and Boards
  2.   Natural and Manufactured timbers
  3.   Metals and Alloys
  4.   Polymers
  5.   Textiles
  6.   Material Properties

 

Specialist Technical principles:

 

In addition to the core technical principles, all students should develop an in-depth knowledge and understanding of the following specialist technical principles:

 

  • selection of materials or components
  • forces and stresses
  • ecological and social footprint
  • sources and origins
  • using and working with materials
  • stock forms, types and sizes
  • scales of production
  • specialist techniques and processes
  • surface treatments and finishes

 

Each specialist technical principle should be delivered through:

 

  1. Papers & Boards

Students should have an overview of the main categories and types of papers and boards:

  • bleed proof
  • cartridge paper
  • grid
  • layout paper
  • tracing paper boards including:
  • corrugated card
  • duplex board
  • foil lined board
  • foam core board
  • inkjet card
  • solid white board.

 

2.Textiles

 

Students should have an overview of the main categories and types of textiles:

Natural fibres including:

  • cotton
  • wool
  • silk synthetic fibres including:
  • polyester
  • polyamide (nylon)
  • elastane (lycra) blended

 

Mixed fibres including:

  • cotton/polyester woven including:
  • plain weave non-woven including:
  • bonded fabrics
  • felted fabrics knitted textiles including:
  • knitted fabrics.

 

Assessment:

 

 

  • Written exam: 2 hours  (100 marks = 50% of GCSE)

 

 

Questions:

Section A – Core technical principles (20 marks). A mixture of multiple choice and short answer questions assessing a breadth of technical knowledge and understanding.

Section B – Specialist technical principles (30 marks). Several short answer questions (2–5 marks) and one extended response to assess a more in depth knowledge of technical principles.

Section C – Designing and making principles (50 marks) A mixture of short answer and extended response questions.

 

  1. Non-exam assessment (NEA)

What's assessed -  Practical application of:

  • Core technical principles
  • Specialist technical principles
  • Designing and making principles

 

Non-exam assessment (NEA): 30–35 hours approx (100 marks + 50% of GCSE)

 

Task(s)

  • Substantial design and make task

 

Assessment criteria:

  • Section A - Identifying and investigating design possibilities
  • Section B - Producing a design brief and specification
  • Section C - Generating design ideas
  • Section D - Developing design ideas
  • Section E - Realising design ideas
  • Section F - Analysing & evaluating

 

  • In the spirit of the iterative design process, the above should be awarded holistically where they take place and not in a linear manner.
  • Contextual challenges to be released annually by AQA on 1 June in the year prior to the submission of the NEA.
  • Students will produce a prototype and a portfolio of evidence.
  • Work will be marked by teachers and moderated by AQA.

 

KS4 Food and Nutrition

WJEC Eduqas - GCSE Food Preparation and Nutrition (1-9)

The WJEC GCSE in Food and Nutrition equips learners with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating. It encourages learners to cook, enables them to make informed decisions about food and nutrition and allows them to acquire knowledge in order to be able to feed themselves and others affordably and nutritiously, now and later in life.

Aims of the Course:

By studying Food and Nutrition, you will be able to develop an understanding of:

  1. Cooking Skills - demonstrate effective and safe cooking skills by planning, preparing and cooking a variety of food commodities whilst using different cooking techniques and equipment.
  2. Scientific Knowledge - develop knowledge and understanding of the functional properties and chemical characteristics of food as well as a sound knowledge of the nutritional content of food and drinks.
  3. Healthy Eating - understand the relationship between diet, nutrition and health, including the physiological and psychological effects of poor diet and health.
  4. Economical Process - understand the economic, environmental, ethical and socio-cultural influences on food availability, production processes, diet and health choices.
  5. Sensory and Safety - demonstrate knowledge and understanding of functional and nutritional properties, sensory qualities and microbiological food safety considerations when preparing, processing, storing, cooking and serving food.
  6. The World of Food - understand and explore a range of ingredients and processes from different culinary traditions (traditional Welsh, British and international) to inspire new ideas or modify existing recipes.

The following equipment is required in order to successfully participate on this course:

  • Folder for course documentation.
  • Memory Stick to store recipes, course content, assessment material and homework.
  • Course Book to aid in preparing for lessons and revision. (provided by school)
  • Revision workbook    
  • Revision Guide
  • Ingredients for practical lessons

 

Parental support:

Parents can support their child's learning through reading and following parental engagement termly newsletters. Watching food programs, students cooking at home and visiting places of food interest such as restaurants and food markets/  

Checking students are completing homework which can be found on google classroom.

Checking that students are using the Revision website www.senecalearning.com, Eduqas Food and Nutrition for a minimum of  one hour a week as well as revising from the Revision textbook.

 

Course Content:

Food Commodities Principles of Nutrition Diet and Good Health The Science of Food Where Our Food Comes From Cooking and Food Preparation

 

Assessment:

UNIT 1: Principles of Food and Nutrition (100 Marks - 50%)

Written Paper (1 hour 45 minutes) (50% of qualification)

Learners will be given the opportunity to develop their knowledge and understanding of the six areas of content set out in the specification listed below.

    1. Food commodities
    2. Principles of nutrition
    3. Diet and good health
    4. The science of food
    5. Where food comes from
    6. Cooking and food preparation

 

UNIT 2: Food and Nutrition in Action (100 Marks - 50%):

Task 1

  1. A food investigation will be set that will require each learner to:

(a) research and investigate the task.

(b) Investigate the working characteristics, function and chemical properties of ingredients through practical experimentation and use the investigation findings to achieve a particular result with respect to the preparation and cooking of food.

(c) analyse and evaluate the task.

  1. Produce a report which evidences all of the above and includes photographs and/or visual recordings to support the investigation.

Task 2

  1. Your teacher will choose one of two tasks for this assessment, set by the WJEC, that will require the learners to:

(a) research and investigate the chosen task (to include trialling and testing).

(b) plan the task: select a final menu to be produced to showcase skills, justify their choice and produce an order of work for the practical execution of the dishes.

(c) prepare, cook and present a menu of three dishes and accompaniments within a single session.

(d) evaluate the selection, preparation, cooking and presentation of the three dishes and accompaniments

  1. You will produce a folio of evidence which includes documentation related to the selection of dishes, planning and evaluation and photographs and/or visual recordings which demonstrate the learner’s application of technical skills and the final outcomes.
  2. Course Content

Miss C Linnecar – Team Leader
clinnecar@oakspark.redbridge.sch.uk

 

 

DT-4 DT-3 DT-2

 

 

 

 

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