Design Technology and Food Technology
At Yewlands Academy students receive a Technology curriculum which allow them to develop their skills through technical knowledge, designing and making in both Design Technology and Food Technology.
We encourage students to:
- Use their imagination and creativity to problem solve real and relevant contexts.
- Use their organisational skills to work efficiently and effectively as both individuals and as part of a team.
- Think outside of the box and not be afraid to take risks within their projects.
- Work in a safe manner, whilst also being considerate of their environment and others around them.
- Apply knowledge and understanding of technical information to their learning to support outcomes.
Students will not only develop the skills and knowledge for lessons during their school career. This will also allow them to understand that the knowledge and practical skills they learn, are transferable to life outside of school. Through the design and make tasks set in KS3 and KS4, we enable our students to grow in confidence and become more technically minded individuals preparing them for life beyond Yewlands Academy.
It is unreasonable for students to undertake the complex requirements of design and make tasks without having first acquired the necessary skills and experiences required for their work. Outcomes produced in Design and Make tasks result from the application of knowledge, skills and understanding gained through Focused Practical Tasks such as investigating and evaluating activities.
Focused practical and design make tasks all help to develop students with the confidence to know and understand how to use specialist technical vocabulary. The knowledge and understanding skills required are also reliant on the programmes of study from other curriculum areas. We aim to wherever possible link work to other areas such as English, Maths, Science and Art yet again broadening our student's curriculum beyond the Technology classroom. This forms the basis for the development of the course at Key Stage 3 and is organised so that all students follow the same programmes of study, but this does not mean that the provision is identical for all students. The work is differentiated to allow the needs of the individual group/student to be fully met.
During the 13-week rotations of Year 7, 8 and 9 students are exposed to a broad syllabus linking in to the KS4 curriculums to both Design Technology and Food Technology. Students begin to experience some of the Core Competencies required by the GCSE curriculums.
Key Stage 3 Design Technology
Across KS3 skills are broken down into 5 different categories:
Investigate:
- Students can independently use relevant technical language to interpret findings in order to explore all aspects of the topic and add depth to their overall project.
Design:
- Students can independently explore different approaches and work in detail thinking about the success of their outcome. This will also be enhanced by their research. Shown in the work by adding annotation to designs with the use of relevant and key technical language.
Make:
- Students produce work of a high standard which shows a high level of understanding and accuracy meeting success criteria and keeping within the tolerance of the tasks.
Analyse and evaluate:
- Students can reflect positively as well as constructively criticise their own work. They show a high level of knowledge and understanding, suggesting improvements and solutions. They are also able to consider and respond to the opinions of their peers/target audience. As well as using advanced technical language.
Application:
- Students can explain in detail and show a thorough understanding of why processes happen using concise technical language.
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Design & Technology |
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Year 7 |
Keyring Project |
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Year 8 |
Pull Along Toy Project |
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Year 9 |
Lightbox Project |
Key Stage 4
GCSE Design Technology (8552)
The GCSE examination specification for Design Technology can be accessed on the AQA website at www.aqa.org.uk
The course is split into two sections – 50% examination and 50% NEA (Non-Examined Assessment).
In Year 10, students will build up their practical skills and wider design technology knowledge through a variety of activities in paper, card, textiles, wood, metal, plastics, electronics and milestone activities.
In Year 11, students will complete the Non-Examined Assessment. This consists of a portfolio of independent investigations into the contextual challenge which will lead them onto developing a final prototype.
This is a challenging course that stretches and enables students to use various subject specific skills to ensure they develop a thorough understanding of a wide range of materials and processes.
The Design Technology NEA task is divided into 6 sections:
- Identifying and investigating design possibilities.
- Producing a design brief and specification.
- Generating design Ideas.
- Developing design ideas (CAD modelling).
- Realising design Ideas.
- Analysing and evaluating.
Key stage 3 Food Technology
The scheme of learning at Yewlands Academy is designed to enable pupils to acquire a range of food skills, increasing in complexity and accuracy, to cook a range of dishes, safely and hygienically, and to apply their knowledge of nutrition and food provenance.
Pupils will develop their knowledge and understanding of ingredients and healthy eating, developing their knowledge of food provenance and seasonality. They will recall and apply the principles of The Eatwell guide and the 8 tips for healthy eating, to their own diet. Pupils will acquire and demonstrate food preparation and cooking techniques, whilst demonstrating the principles of food hygiene and safety. Through practical cooking lessons pupils will build and apply a repertoire of knowledge, understanding and skills in order to create high quality dishes for a wide range of people. Pupils will evaluate and test their ideas and the work of others; this will help them to modify and make improvements based on sensory or health recommendations.
Throughout key stage 3, pupils will make links to the key content and specific vocabulary used at key stage 4. In addition to the varied cross-curricular links to Geography, Science and English and Maths.
During Key stage 3 pupils will:
- Discuss energy and how needs change through life;
- Name the key nutrients, sources and functions;
- Acquire and demonstrate a range of food skills and techniques;
- Adapt and follow recipes using appropriate ingredients and equipment to prepare and cook a range of dishes, increasing in complexity;
- Acquire and demonstrate the principles of food hygiene and safety;
- Identify how and why people make different food and drink choices;
- Demonstrate the knowledge, understanding and skills needed to engage in an iterative process of planning and making;
- Acquire and apply a knowledge and understanding of food science;
- Apply and consolidate their literacy and numeracy skills by using them purposefully in real-life scenarios;
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Food Technology |
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Year 7 |
Basic nutrition and cooking skills |
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Year 8 |
Diet and health |
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Year 9 |
Making food choices |
Key stage 4
OCR GCSE Food Preparation and Nutrition (J309)
OCR GCSE (9-1) in Food Preparation and Nutrition (J309) Specification
All content is covered in all components. There are four sections.
Section A: Nutrition
Section B: Food (food provenance and food choice)
Section C: Cooking and food preparation
Section D: Skills requirements (preparation and cooking techniques)
The course is split into two sections – 50% examination and 50% NEA (Non-Examined Assessment).
In Year 10, students will build up their practical skills and food knowledge through a variety of practical activities and milestone activities.
In Year 11, students will complete two Non-Examined Assessments, set by the exam board.
The first will be a Food Investigation based on the chemical function of specific ingredients. This is a written report consisting of 1,500-2,000 words.
The second task is a Food Preparation students will plan, prepare and cook, three dishes within a three-hour practical examination. This will be evidenced with a written portfolio, identifying their knowledge, planning, reason for choice and demonstration of skills.
This is an exciting and creative course which focuses on practical cooking skills to ensure students develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials.