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Technology

Through Technology, students use their creativity and imagination to design and make products that solve real and relevant problems within a variePicture3ty of contexts which must consider both their own and others’ needs and values. By doing this, they acquire a broad range of subject knowledge and draw upon other subject disciplines such as maths, science and art. Students learn how to take risks, becoming resourceful, innovative, cooperative, curious, creative and capable. They are asked to evaluate both past and present design and learn how to develop a critical understanding of the impact that design has on daily life and the wider world. We believe that these are key skills which students can take with them later in life and which they can apply to other contexts and settings.  

 

Year 7                                                 Year 8                                                   Year 9

Year 7 Design and Technology 

Year 7's journey begins begins with a baseline task and introductory module in all areas: Food, Electronic product, Graphic products, Textiles Technology and Resistant Materials.  Students learn through making a quality product to take home. 

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Learning Objectives

Students will be able to:

Pen/ Fruit 

  • Generate innovative ideas that reflect your chosen fruit/ vegetable 
  • Work Confidently with others
  • Evaluate their own and the work of others
  • Identify opportunities for design development 
  • Cut out a net neatly and independently 

 

Food and Nutrition unit 1

  • Handle food safely to prevent cross-contamination and understand the basics of food hygiene 
  • Use a knife safely to peel, slice and dice a range of ingredients
  • Independently choose and use a range of equipment to prepare ingredients
  • select and combine ingredients to make different products
  • Make a variety of savoury and sweet dishes
  • Combine ingredients to produce balanced dishes reflecting eatwell guide
  • Understand why SR flour is used in many recipes 
  • Use the hob to create simple recipes 
  • Understand key cooking terms
  • Be aware of how preparation and cooking changes the appearance, colour, flavour and texture of food 
  • Use sensory analysis to test foods and suggest improvements 

 

Electronics 

  • Draw a simple circuit diagram by hand 
  • Recognise and use circuit symbols 
  • Work to a good level of accuracy when cutting a set of neoprene spacers
  • Understand how the Laser Cutter can be used to manufacture products
  • Use draw tools to create and modify shapes to be laser cut
  • Assemble a number of components in the correct sequence to make a working mini light 

Resistant Materials unit 1

  • Follow Health and Safety requirements 
  • Use equipment carefully and appropriately 
  • Use cross sectional diagrams to draw three dimensional design ideas
  • Generate a range of accurately drawn ideas
  • Use a steel rule and try square to accurately mark out 
  • Use a coping saw or tenon saw to cut each component 
  • Produce a smooth finish on components using the belt sander / glass paper 
  • use the dry fit method to assemble components and check the accuracy of fit for the final product 

Graphics Products unit 1

 

  • Use grids and guidelines to help create a selection of accurate lettering
  • Create a design idea, which demonstrates accurate use of grids and guidelines
  • Work to a good level of accuracy when tracing/cutting a set of card letters
  • Understand how the Vacuum Former and Laser Cutter can be used to manufacture products
  • Use draw tools to create & modify shapes, colour & line detail
  • Group, scale and duplicate to create a repeat pattern

Textiles unit 1

  • Set up and thread a sewing machine
  • Switch between straight stitch and zig zag stitch
  • Turn corners on a sewing machine
  • Identify what applique and reverse applique is
  • Create a sample of reverse applique
  • Explain the steps of batik and create a sample
  • Construct a product using 2 or more pieces of fabric
  • Sew on a button and/or bead
  • Create some simple hand stitching

Controlled Assessment 

  • Create an image board that provides detailed stimulus
  • Analyse existing logos, making detailed comments in order to inform future design work
  • Use existing images and other sources of information to develop their own ideas
  • Communicate an effective range of design ideas using words and labelled sketches
  • Create an appropriate and creative final net design for their chosen charity
  • Demonstrate a high level of drawing and shading skill

Year 8 Design and Technology

Students move on to study for 12 weeks in each area. Guided learning through further experimentation with materials gives the students a deeper understanding and knowledge.  Taster projects help to inform GCSE choices. Graphics and food students work together on a sustainable festival food project, in conjunction with company Flava People. 

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Learning Objectives Students will be able to:
Food and Nutrition unit 2
  • Demonstrate a range of food preparation skills
  • Independently follow step by step stages for making
  • Effectively organise a work area and understand the importance of food hygiene when preparing food
  • Independently choose and use a range of equipment to prepare ingredients
  • Select and combine ingredients to make different products
    effectively plan practical methods
  • Understand the functions of key ingredients within shortening, coagulation, gelatinisation and dextrinisation
  • Understand key cooking terms
  • Explain how preparation and cooking changes the appearance, colour, flavour and texture of food
  • Evaluate products and explain how they can be improved
  • Understand the provenance of foods
  • Understand the 5 main nutrients and their functions in the body
  • Understand that people may have specific dietary needs and that recipes can be modified to cater for them
  • Know which foods are good sources of the main nutrients
Electronic Products unit 2
  • Draw a circuit diagram using CAD software
  • Identify major components eg. Resistors
  • Use specialist hand tools eg. Wire Cutters
  • Use a Soldering Iron safely and accurately
  • Assemble several components into a working product

Programming Skills:

  • Turn outputs on and off
  • Use delays/waits/pauses
  • Use decisions to determine if inputs have been activated
  • Programme a complex sequence
  • Create loops or feedback loops in programmes
  • Use 'count' functions within a programme
  • Use 'sub-routines' to improve programmes
  • Control Motors and/or Sounds within a programme
 
Textiles Technology unit 2
  • Independently set up and thread a sewing machine
  • Identify 3 types of fabric construction
  • Switch between straight stitch and zig zag stitch
  • Identify what applique is and create a sample
  • Recall, define and apply knowledge of the 6Rs to design ideas
  • Research companies that are sustainable
  • Recall several smart technologies
  • Explain in detail one smart technology
  • Explain the advantages and disadvantages for 4 methods of decoration 
  • Construct a product using 2 or more pieces of fabric
 

Resistant Materials unit 2

  • Follow Health and Safety requirements
  • Listen to and positively respond to practical feedback
  • Communicate component cutting list using accurate measurement and dimensioning techniques
  • Use Cams and Linkages to develop ideas
  • Use Isometric to draw three dimensional design ideas
  • Generate a range of creative ideas and components to customise ideas to include mechanisms
  • Use a Steel Rule and Try Square to accurately mark out
  • Use Coping Saw, Tenon Saw or Jigsaw to accurately cut each component
  • Produce a smooth finish on components using the disk sander etc.
  • Organise practical tasks to work efficiently to avoid queues at machinery and ensure all work meets deadlines
  • Sequence a plan of making, to effect a logical construction and efficient assembly of my product
  • Use the dry fit method to assemble components and check the accuracy of fit for the final product
  • Adapt an original design during the making process to problem solve or increase creatively.
  • Produce a complete creative product with a smooth working mechanism and an excellent quality finish
 
Graphic Products unit 2
  • Use tables to support the layout and presentation of research
  • Gather, evaluate and use a range of research material to develop a product specification
  • Design using guidelines and grids to create an accurate net
  • Create a hand drawn design from which production can take place
  • Use a range of appropriate software to create and modify shapes, colour & line detail, and crop images
  • Produce a high quality, professionally finished, final product that includes the correct legal information 
  • Explain how graphic products are industrially manufactured, including Lithography, Vacuum Forming, Laser Cutting and Die Cutting

Year 9 Design and Technology              

Learning Objectives Students will be able to:   
Food Nutrition unit 2
  • Demonstrate a range of food preparation skills
  • Independently follow step by step stages for making
  • Effectively organise a work area and understand the importance of food hygiene when preparing food
  • Independently choose and use a range of equipment to prepare ingredients
  • Select and combine ingredients to make different products
  • effectively plan practical methods
  • Understand the functions of key ingredients within shortening, coagulation, gelatinisation and dextrinisation
  • Understand key cooking terms
  • Explain how preparation and cooking changes the appearance, colour, flavour and texture of food
  • Evaluate products and explain how they can be improved
  • Understand the provenance of foods
  • Understand the 5 main nutrients and their functions in the body
  • Understand that people may have specific dietary needs and that recipes can be modified to cater for them
  • Know which foods are good sources of the main nutrients
 
 
Electronic Products unit 2
  • Draw a circuit diagram using CAD software
  • Identify major components eg. Resistors
  • Use specialist hand tools eg. Wire Cutters
  • Use a Soldering Iron safely and accurately
  • Assemble several components into a working product

Programming Skills:

  • Turn outputs on and off
  • Use delays/waits/pauses
  • Use decisions to determine if inputs have been activated
  • Create loops or feedback loops in programmes
  • Programme a complex sequence
  • Use 'count' functions within a programme
  • Use 'sub-routines' to improve programmes
  • Control Motors and/or Sounds within a programme
 
 
Graphic Products unit 2
  • Use tables to support the layout and presentation of research
  • Gather, evaluate and use a range of research material to develop a product specification
  • Design using guidelines and grids to create an accurate net
  • Create a hand drawn design from which production can take place
  • Use a range of appropriate software to create and modify shapes, colour & line detail, and crop images
  • Produce a high quality, professionally finished, final product that includes the correct legal information
  • Explain how graphic products are industrially manufactured, including Lithography, Vacuum Forming, Laser Cutting and Die Cutting
 
 
Textiles Technology unit 2
  • Independently set up and thread a sewing machine
  • Identify 3 types of fabric construction
  • Switch between straight stitch and zig zag stitch
  • Identify what applique is and create a sample
  • Recall, define and apply knowledge of the 6Rs to design ideas
  • Research companies that are sustainable
  • Recall several smart technologies
  • Explain in detail one smart technology
  • Explain the advantages and disadvantages for 4 methods of decoration
  • Construct a product using 2 or more pieces of fabric
 
 
Resistance Materials unit 2
  • Follow Health and Safety requirements
  • Listen to and positively respond to practical feedback
  • Communicate component cutting list using accurate measurement and dimensioning techniques
  • Use Cams and Linkages to develop ideas
  • Use Isometric to draw three dimensional design ideas
  • Generate a range of creative ideas and components to customise ideas to include mechanisms
  • Use a Steel Rule and Try Square to accurately mark out
  • Use Coping Saw, Tenon Saw or Jigsaw to accurately cut each component
  • Produce a smooth finish on components using the disk sander etc.
  • Organise practical tasks to work efficiently to avoid queues at machinery and ensure all work meets deadlines
  • Sequence a plan of making, to effect a logical construction and efficient assembly of my product
  • Use the dry fit method to assemble components and check the accurancy of fit for the final product
  • Adopt an original design during the making process to problem solve or increase creatively 
  • Produce a complete creative product with a smooth working mechanism and an excellent quality finish
 
 
Food and Nutrition unit 3
  • Be able to select recipes, which meet the requirements of a specific task independently
  • Know how recipes can be modified to improve sensory characteristics
  • Understand how local geography and climate influence the production of food
  • Understand different cuisines, styles of cooking and eating, characteristic of a particular country or religion
  • Be able to use a range of herbs and spices to enhance the sensory characteristics of recipes
  • Understand the scientific principles of bread making 
  • Be able to make sweet and savoury bread products, paying attention to shape and finish
  • Make effective use of self and peer assessment to identify strengths and weaknesses of food products
  • Understand the term ‘staple ingredient’
  • Be aware of the importance of staple ingredients to specific countries / cultures
  • Be able to incorporate staple ingredients into recipes
 
 
Food and Nutrition unit 4
  • Understand the importance of Sensory Analysis and Product Testing
  • Know the main methods of Sensory Analysis and Product Testing
  • Be able to carry out and make effective use of Sensory Analysis and Product Testing
  • Know the different Life Stages and understand how nutritional needs change over time
  • Understand the properties of key ingredients (eggs, fats, sugars and starches)
  • Be able to select and follow a recipe and method independently
  • Be able to demonstrate high- level food preparation skills, including knife skills, preparation of pastry and bread doughs, setting mixtures, sauces, tests for readiness
  • Be able to use the grill, hob, oven and electrical appliances independently
  • Understand and be able to apply the principles of food hygiene
 
 
Food and Nutrition unit 2
  • Demonstrate a range of food preparation skills
  • Independently follow step by step stages for making
  • Effectively organise a work area and understand the importance of food hygiene when preparing food
  • Independently choose and use a range of equipment to prepare ingredients
  • Select and combine ingredients to make different products
  • effectively plan practical methods
  • Understand the functions of key ingredients within shortening, coagulation, gelatinisation and dextrinisation
  • Understand key cooking terms
  • Explain how preparation and cooking changes the appearance, colour, flavour and texture of food
  • Evaluate products and explain how they can be improved
  • Understand the provenance of foods
  • Understand the 5 main nutrients and their functions in the body
  • Understand that people may have specific dietary needs and that recipes can be modified to cater for them
  • Know which foods are good sources of the main nutrients
 
 
Electronic Products unit 2
  • Draw a circuit diagram using CAD software
  • Identify major components eg. Resistors
  • Use specialist hand tools eg. Wire Cutters
  • Use a Soldering Iron safely and accurately
  • Assemble several components into a working product

Programming Skills:

  • Turn outputs on and off
  • Use delays/waits/pauses
  • Use decisions to determine if inputs have been activated
  • Create loops or feedback loops in programmes
  • Programme a complex sequence
  • Use 'count' functions within a programme
  • Use 'sub-routines' to improve programmes
  • Control Motors and/or Sounds within a programme
 
 
Graphic Products unit 2
  • Use tables to support the layout and presentation of research
  • Gather, evaluate and use a range of research material to develop a product specification
  • Design using guidelines and grids to create an accurate net
  • Create a hand drawn design from which production can take place
  • Use a range of appropriate software to create and modify shapes, colour & line detail, and crop images
  • Produce a high quality, professionally finished, final product that includes the correct legal information
  • Explain how graphic products are industrially manufactured, including Lithography, Vacuum Forming, Laser Cutting and Die Cutting
 
 
Textiles Technology unit 2
  • Independently set up and thread a sewing machine
  • Identify 3 types of fabric construction
  • Switch between straight stitch and zig zag stitch
  • Identify what applique is and create a sample
  • Recall, define and apply knowledge of the 6Rs to design ideas
  • Research companies that are sustainable
  • Recall several smart technologies
  • Explain in detail one smart technology
  • Explain the advantages and disadvantages for 4 methods of decoration
  • Construct a product using 2 or more pieces of fabric
 
 
Resistant Materials unit 2
  • Follow Health and Safety requirements
  • Listen to and positively respond to practical feedback
  • Communicate component cutting list using accurate measurement and dimensioning techniques
  • Use Cams and Linkages to develop ideas
  • Use Isometric to draw three dimensional design ideas
  • Generate a range of creative ideas and components to customise ideas to include mechanisms
  • Use a Steel Rule and Try Square to accurately mark out
  • Use Coping Saw, Tenon Saw or Jigsaw to accurately cut each component
  • Produce a smooth finish on components using the disk sander etc.
  • Organise practical tasks to work efficiently to avoid queues at machinery and ensure all work meets deadlines
  • Sequence a plan of making, to effect a logical construction and efficient assembly of my product
  • Use the dry fit method to assemble components and check the accuracy of fit for the final product
  • Adapt an original design during the making process to problem solve or increase creatively.
  • Produce a complete creative product with a smooth working mechanism and an excellent quality finish
 
 
Food and Nutrition unit 3 
  • Be able to select recipes, which meet the requirements of a specific task independently
  • Know how recipes can be modified to improve sensory characteristics
  • Understand how local geography and climate influence the production of food
  • Understand different cuisines, styles of cooking and eating, characteristic of a particular country or religion
  • Be able to use a range of herbs and spices to enhance the sensory characteristics of recipes
  • Understand the scientific principles of bread making 
  • Be able to make sweet and savoury bread products, paying attention to shape and finish
  • Make effective use of self and peer assessment to identify strengths and weaknesses of food products
  • Understand the term ‘staple ingredient’
  • Be aware of the importance of staple ingredients to specific countries / cultures
  • Be able to incorporate staple ingredients into recipes
 
 
Food and Nutrition unit 4
  • Understand the importance of Sensory Analysis and Product Testing
  • Know the main methods of Sensory Analysis and Product Testing
  • Be able to carry out and make effective use of Sensory Analysis and Product Testing
  • Know the different Life Stages and understand how nutritional needs change over time
  • Understand the properties of key ingredients (eggs, fats, sugars and starches)
  • Be able to select and follow a recipe and method independently
  • Be able to demonstrate high- level food preparation skills, including knife skills, preparation of pastry and bread doughs, setting mixtures, sauces, tests for readiness
  • Be able to use the grill, hob, oven and electrical appliances independently
  • Understand and be able to apply the principles of food hygiene
 
 
Textiles Technology unit 3
  • Research into existing products to inform my ideas
  • Understand fibres and fabrics: Natural fibres cotton, wool & silk and Synthetics fibres Nylon, Acrylic & Polyester
  • Experiment with Techniques to gain an understanding of design possibilities
  • Carry out a case study into local retail clients & the Cambridge Satchel Company
  • Write a design Brief
  • Write a detailed specification
  • Produce a range of creative accessory design ideas
  • Develop a design idea into a final design
  • Understand material efficiency to calculate waste materials
  • Assemble a textile product independently
  • Make a record of my making to show my independent decisions
  • Produce a textile product which is of a high quality
  • Evaluate my work throughout the project
  • Write an evaluation which tests against the specification
 
Electronic Products unit 3
  • Know the main features of an MP3 Player
  • Hot to use circuit Wizard to draw a circuit diagram
  • How a loudspeaker works
  • How to identify the different resistors and capacitors used in my project
  • Know if a component is ‘Polarised’ or needs to be connected in a specific orientation
  • How to solder Neatly / Tidily / Accurately
  • How to correct soldering mistakes if I make one, or help someone else who has
  • How to test a power supply is supplying the correct voltage and current
  • How capacitors are used in electronic circuits
  • How to use Illustrator to create a Laser engraving
  • How to use simple hand tools to measure mark and cut resistant materials
 
Resistance Materials unit 3
  • Follow Health and Safety requirements
  • Listen to and positively respond to practical feedback
  • Communicate component cutting list using accurate measurement and dimensioning techniques
  • Use Isometric to draw three dimensional design ideas
  • Generate a range of creative ideas and components to customise ideas to a clients needs and wants
  • Use a Steel Rule and Try Square to accurately mark out
  • Use Coping Saw, Tenon Saw or Jigsaw to accurately cut each component
  • To know about hard woods, soft woods and manufactured boards
  • Produce a smooth finish on components using the disk sander etc.
  • Organise practical tasks to work efficiently to avoid queues at machinery and ensure all work meets deadlines
  • Sequence a plan of making, to effect a logical construction and efficient assembly of my product
  • Use the dry fit method to assemble components and check the accuracy of fit for the final product
  • Adapt an original design during the making process to problem solve or increase creatively.
  • Produce a complete creative product which meets the needs and wants of the client
 
Graphic Products unit 3
  • Be able to identify a suitable client
  • Make samples of sustainable materials e.g. corn starch plastic and recycled paper/card
  • Understand sustainable issues surrounding packaging
  • Work closely with the client to create Food packaging which meets the needs and wants of the client
  • Use tables to support the layout and presentation of research
  • Gather, evaluate and use a range of research material to develop a product specification
  • Design using guidelines and grids to create an accurate net
  • Create a hand drawn design from which production can take place
  • Use a range of appropriate software to create and modify shapes, colour & line detail, and crop images
  • Produce a high quality, professionally finished, final product that includes the correct legal information
  • Explain how graphic products are industrially manufactured, including Lithography, Vacuum Forming, Laser Cutting and Die Cutting
 

Extra Curriculum Picture1

A fully immersive subject, D&T has a calendar f extra curricular opportunities to enrich a student's school experience:  After school clubs, holiday 'make it and bake it' workshops, primary transition and Active Learning week sessions.  Our exhibition evening showcases GCSE, A Level and outstanding KS3 work in the 'Technical Challenge' competition. 

Industry Links Picture2

D&T have embedded the Gatsby Benchmark whole school plan to enhance learning in the following ways: 

  • Transferable skills understood by each student 
  • Working with real clients to industrial specifications Picture3
  • Exhibiting talent through competitions and presentations 
  • Access to visits when appropriate to enhance learning 
  • Knowledge of inspiring industry leaders displayed in our classrooms 
  • Studies into local and global companies