Oaks Park High School

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Design Technology

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.

KS3 

In Year 7 & 8, each student studies Design Technology. Design Technology is split across three subjects, each taught for 13 weeks and then rotated. This gives students the opportunity to develop their practical skills in all areas.

Year 7

Food

Textiles

DT

Health and safety (Food Hygiene)

Basic food equipment

Healthy eating

The eatwell guide (Nutrients)

Basic food practical skills 

Basic designing and development of a food product

Evaluating food products using sensory analysis

Social / moral issues 

Food and culture

Food packaging

Careers in food

Careers in textiles and fashion industry

Health and safety within the textiles room

Safety when using the sewing machine. 

Natural and synthetic fibres, yarns and fabric construction theory.

Block printing practical

Sewing machine practice, straight stitch and zig zag stitching.  

Embroidery practical

Designing, making and evaluating a product. (3d Cushion).

Careers in DT

Health and Safety in the workshop

Materials Knowledge: Woods, Metals, Polymers and Electronics

Technical Drawing skills (One point perspective)

Design Ideas

CAD Skills

Use of basic tools and practical skills 

How to evaluate?




Year 8 

Food

Textiles

DT

Careers in the food industry 

Impact of food and its packaging on the environment 

Recap practical routines, safe & hygienic preparation of food 

Nutritional needs of different life stages

Religious food choices 

Healthy eating 

Special diets  

Staple foods from around the world

How to write a time plan 

How to evaluate a food product 

Function of ingredients in cakes 

Develop a range of practical skills

Career paths within the textiles and fashion industry.

GCSE options and further courses

Product Analysis of a textiles product. (Bags)

Design, make and evaluate a product. (Belt bag).

Health and safety when using the sewing machine and within the textiles environment. 

Properties and characteristics of fibres and fabrics theory.

Chemical and natural dyeing techniques.

Careers in DT

The Iterative Design Process

Product Comparison

Sustainability

Biomimicry 

Forces and Stresses

Materials Knowledge: Papers and Boards

Users and their needs

Technical Drawing Skills (Isometric)

Design Ideas

CAD Skills

Use of modelling tools and developing practical skills 

Critical Evaluation



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.

KS4 DT: Construction

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/

KS4 DT: Wood

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.


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:
  • Papers & Boards
  • Natural and Manufactured timbers
Designing and making principles

Assessment:

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

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.

 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)

 KS4 DT: Textiles

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.

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:
  • Papers & Boards
  • Textiles
Designing and making principles

 Assessment:

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

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.

 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)

KS4 Food & Nutrition

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.

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:

 Commodities

Principles of Nutrition

Diet and Good Health

The Science of Food

Where Our Food Comes From

Cooking and Food Preparation

 Assessment

Principles of Food and Nutrition

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

Food and Nutrition in Action

2 Non examined assessments

Investigation and submitted portfolio of evidence