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 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:





Exam Board: OCR
What will students learn? (overview)
Years 10-11

This GCSE specification involves candidates in activities that develop innovation and flair when designing products. Candidates will develop their skills through work in a range of designing media, modeling and production materials and the use of ICT.

Key Features:
  • Exposing candidates to creative, design-based activities
  • Encouraging candidates to explore and develop, experience and express their design ideas
  • Providing a learning experience which is participatory and experimental in nature
  • Valuing flair and imagination
  • No material bias
  • Encouraging the use of new technology and new materials.
Unit A551: Developing and Applying Design Skills
  • Developing and writing a design brief
  • Drawing up a specification
  • Generating design proposals.
Unit A552: Designing and Making Innovation Challenge
  • Design and Making – a practical examination that encourages flair, innovation and working with a range of modelling materials.
Unit A553: Making, Testing and Marketing Products
  • Prototype manufacture
  • Testing, evaluating and marketing.
Unit A554: Designing Influences
  • Examination testing knowledge and understanding of the factors that influence designing, iconic products, trendsetters, design eras and design movements.
How will they be assessed?
A551 Year 10 Developing and Applying Design Skills 20 hours 30%
A552 Year 10 Designing and Making Innovation Challenge 6 hours plus 30 minutes reflection time 20%
A553 Year 11 Making, Testing and Marketing Products 20 hours 30%
A554 Year 11 Designing Influences 1 hour 30 minutes 20%
How can parents support?
  • Encourage students to watch design based T.V shows, i.e. ‘How it’s made’, Grand designs etc.
  • Visit the design museum and any other design exhibitions, for example the Ideal home exhibition. This information can be found online or somewhere like ‘Time Out’
  • Encourage them to research new products and materials, keeping them up-to-date with new technology.
  • Talk to their children about their coursework and be aware of deadlines and support them in meeting them.

Subject Leader Mrs J Gjoni

Email Address jgjoni@oakspark.redbridge

KS4 Food and Nutrition

Exam Board: WJEC

What will students learn? (Year 9-11)

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 and 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.

This specification has been designed to enable centres to concentrate on innovative delivery of the course whilst creating a balance between practical and theoretical knowledge and understanding. The layout of the content into six areas promotes flexibility of delivery. The provision of a choice of tasks within the non-examination assessment will ensure learners are able to complete assessments suitable to their needs and that of the centre.

By studying food preparation and nutrition learners will be able to:

  • Demonstrate effective and safe cooking skills by planning, preparing and cooking a variety of food commodities whilst using different cooking techniques and equipment
  • 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
  • Understand the relationship between diet, nutrition and health, including the physiological and psychological effects of poor diet and health
  • Understand the economic, environmental, ethical and socio-cultural influences on food availability, production processes, diet and health choices
  • Demonstrate knowledge and understanding of functional and nutritional properties, sensory qualities and microbiological food safety considerations when preparing, processing, storing, cooking and serving 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.

How will they be assessed?

Unit 1: Principles of Food and Nutrition Written examination: 1 hour 30 minutes 40% of qualification

This unit will consist of two sections both containing compulsory questions. Section A: questions based on stimulus materials. Section B: a range of question types to assess all content related to food and nutrition. This exam will be conducted at the end of year 11.

Unit 2: Food and Nutrition in Action Non-examination assessment: internally assessed, externally moderated Assessment 1: 10 hours Assessment 2: 15 hours 60% of qualification. These assessments will take place during the autumn term of year 11.

Assessment 1: The Food Investigation Assessment: 20% of the total marks available will be allocated to a scientific food investigation which will assess the learner's knowledge, skills and understanding in relation to the scientific principles underlying the preparation and cooking of food. Assessment 2: The Food Preparation Assessment 40% of the total marks available will be allocated to a task which assesses the learner’s knowledge, skills and understanding in relation to the planning, preparation, cooking and presentation of dishes to form a menu. These assessments will be based on a choice of tasks released by WJEC annually.

Where can this qualification take me?

The food industry is one of the largest across the globe – everyone has to eat every single day – thus there will always be jobs available. Skills can be utilised for many different aspects of the food world, with jobs in marketing, catering, safety, quality management, nutrition, sales, teaching and many, many more.

Food and Nutrition students will not only learn specific technical skills that they can apply directly to their work, but also a multitude of transferrable skills. From problem-solving to numerical skills, data analytical skills to IT knowledge.

How can parents support?

  • Encourage students to watch food based TV shows e.g. MasterChef and Saturday Kitchen
  • Ensure your child has the opportunity to practice skills at home
  • Talk to your child about their Non examination assessments to ensure they are fully preparing for them and have all the necessary materials for the assessment
  • Purchase the recommended revision guides and workbooks to support the course

Ms A Duggan – Team Leader


Ms M Page – 2nd I/C


Mr D Oliver – Construction Subject Leader


Ms J Gjoni – Product Design Subject Leader

DT-4 DT-3 DT-2





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