Design and Technology

In Design and Technology at Jarrow School we run a carousel system; this allows students to have a specialist teacher and classroom for each of the four DT strands. Students rotate through all four strands: Graphic Design, Food Technology, Systems and Product Design in year 7, then spend another half a year in each strand over years 8 and 9 giving them more time to master skills in years 10 and 11.

The students are assessed by the same criteria in all areas to help them master the skills they need in Key Stage 3: design, make, evaluate and mindset.

Design and Technology

Year 7

Subject
Job Title Project Description
Systems and Electronics Electronic Engineer 

Pupils respond to a design brief to make a Steady hand game, reflecting an Amazon rainforest theme. Pupils will solder and assemble their own circuit board and game, whilst gaining understanding of circuits, capacitors and resistors.

Food and Nutrition  Commis Chef 

Introduction to food safety and hygiene, basic knife skills, use of a range of ingredients, techniques and processes. Use of different cooking methods. Students will learn basic nutritional knowledge including the Eatwell Guide.

Product Design Product Designer

Students will work to develop an understanding of a design brief and use this to base design ideas. Students will begin the project by investigating hand tools and materials, before developing a character idea for the block bot, which will be based on a TV or Film character. They will then move on to design ideas and design development, before completing a final design idea. An understanding of CAD/CAM processes will be gained through the use of TinkerCAD, to design their block bot using the three-dimensional software.

Graphic Design Illustrator 

Introduction to Adobe illustrator, illustration and graphic design. Students learn about how to use colour, line and shape to design characters and illustrate their own book front cover.

 

Year 8 and 9

Subject
Job Title Product Description
Systems and Electronics Software Engineer/Design Engineer 

Project 1: To design and make a money-music box reflecting the Chines New Year tradition; the giving of red envelopes. Pupils will program a microcontroller; when a coin is inserted into the box, a tune will play, alongside soldering their own circuit and designing their own money-music box.

Project 2: In preparation for Product Design at KS4, pupils will learn how to read engineering drawings, learn how to create production plans and manufacturing diaries. This will all lead to the making of a clock, shown in the engineering drawings.

Food and Nutrition  Nutritionist/ Food Technologist

Project 1: A more in depth look at nutrients including energy balance, macronutrients and micronutrients. Students will learn about portion control, diet related health problems and nutritional analysis. Students will get the opportunity to adapt a recipe to make improvements. Recipes will allow for further development of knife skills and other processes and techniques. Students will use a range of ingredients and cooking methods to enhance their practical skills.

Project 2: Students will take a closer look at the working characteristics of ingredients. There will be opportunity to use a wide variety of ingredients and demonstrate more technical skills in practical lessons. Students will be asked to develop food product for a specific target audience.

Product Design Product Designer/Mechanical Engineer

Project 1: Students will design and manufacture a storage box with inspiration gained from the Art Deco design style. Pupils will make the product using pine wood which will be pre-cut to a set size, using finger joints, butt joints, half-lap joints, and mitre joints throughout manufacture and assembly Detailed engravement will be included to demonstrate an understanding of the inspiration, with the box lid being made using MDF and slotting into the pine top, along with using a hinge mechanism and a clasp opening. 

Project 2: Students will design and make a CAM Bird toy which will be assembled using a CAM moving structure. The students will have the opportunity to develop their own bird design to be placed on the top area of the toy, with the moving element being the wing features of the animal design.

Graphic Design Freelance Graphic Designer

Students learn about illustration through computer game character design. They will design a character using a brief and will design to characterise an underrepresented group, such as minority ethnic groups or disabled people.

Students will use MediBang paint pro to illustrate their computer game character.

Students will then move to a logo design project for an environmental charity. They will further their learning on Adobe Illustrator from year 7 to design their ideas.

Finally, they will complete some Adobe Photoshop skills projects before embarking on an advertising graphics project based on product promotion

 

Key Stage 4 WJEC Hospitality & Catering

WJEC Level 1/2 Award in Hospitality and Catering

Year 10

Autumn Term
Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

CHAPTER 1- The Hospitality & Catering Industry

CHAPTER 2- Job requirements and working conditions in the Hospitality & Catering Industry

CHAPTER 3- Factors affecting the success of hospitality and catering providers

Developing practical skills

CHAPTER 4- The operation of the kitchen

CHAPTER 5- The operation of the front of house

CHAPTER 6- Meeting customer requirements

Developing practical skills focusing on Nutrition & cooking methods

CHAPTER 7- Health and safety: responsibilities of employers and employees for personal safety

CHAPTER 8- Risks and control measures for personal safety in hospitality and catering

Developing practical skills focusing on menu planning and commodities

CHAPTER 9- Food-related causes of ill health

CHAPTER 10- Food allergies and intolerances

CHAPTER 11- Food safety legislation

Developing practical skills focusing on presentation techniques

CHAPTER 12- The role and responsibility of the Environmental Health Officer

CHAPTER 13- Hospitality and catering provision for specific requirements

Developing practical skills focusing on presentation techniques & cooking methods continued

Practice controlled assessment

- Learner assignment brief analysis

- Written proposal of menu. 

- Plan the production of dishes for the menu.

Prepare, cook and present proposed dishes under controlled environment.

 

Year 11

Autumn Term
Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

Unit 1

LO1: Understand the environment in which hospitality and catering providers operate.

LO3: Understand how Hospitality and catering provision meets health and safety requirements. 

Unit 2

LO1: Understand the importance of nutrition when planning meals.

LO2: Understand menu planning.

- Nutrients
- Nutritional needs of specific groups
- Balanced diet
- Cooking methods
- Menu Planning
- Environmental issues
- Customer requirements
- Time plans 

Unit 2 Internal Assessment

Plan and carry out the controlled assessment task.

- Learner assignment brief analysis
- Written proposal of menu. 
- Plan the production of dishes for the menu.
- Prepare, cook and present proposed dishes under controlled environment. 

Unit 2 Internal Assessment
Continued

-Prepare, cook and present proposed dishes under controlled environment.

Unit 1 Revision

CHAPTER 1- The Hospitality & Catering Industry

CHAPTER 2- Job requirements and working conditions in the Hospitality & Catering Industry

CHAPTER 3- Factors affecting the success of hospitality and catering providers

CHAPTER 4- The operation of the kitchen

CHAPTER 5- The operation of the front of house

CHAPTER 6- Meeting customer requirements

Unit 1 Revision Continued

CHAPTER 7- Health and safety: responsibilities of employers and employees for personal safety

CHAPTER 8- Risks and control measures for personal safety in hospitality and catering

CHAPTER 9- Food-related causes of ill health

CHAPTER 10- Food allergies and intolerances

CHAPTER 11- Food safety legislation

CHAPTER 12- The role and responsibility of the Environmental Health Officer

CHAPTER 13- Hospitality and catering provision for specific requirements

Unit 1 Examination

   

Key Stage 4 Graphic Design

OCR GCSE Art and Design: Graphic Communication

Year 10

Autumn Term
Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

Skills based projects on hand drawing and Adobe suite.

Illustration, branding and graphic design core component research.

Packaging project based on chocolate bars.

Typography and imagery project.

Continuation of chocolate packaging project.

Design of high-end chocolate packaging in different flavours using the graphic design core components.

Local area promotion project.

Photoshop and hand drawn project promoting the local area using graphic design.  

Local area promotion project.

Use of photography to enhance designs and inspiration from existing designers.

Final project selected by the student is started from a choice of given stimuli.

 

Year 11

Autumn Term
Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

Final project selected by the student.

Researching famous designers and moving through the design process on their chosen project.

Final project selected by the student.

Exploring and experimenting with ideas to move towards a final outcome.

Exam preparation.

Using the stimulus set by the exam board, students need to prepare their examination project.

Students continue to put the final touches to their exam preparation and complete the examination.

Final project completion.

Finishing touches put to the project to be submitted to the exam board

Not Applicable.

 

Key Stage 4 Product Design (Engineering)

WJEC Level 1/2  Vocational Award in Engineering

Year 10 

Autumn Term
Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

Pupils are introduced engineering drawings and the centre lathe in the preparation of making a screwdriver and for their Unit 1 coursework.

Pupils practice the written element of the coursework, manufacturing diaries, production plans and analysing of drawings regarding the making of the screwdriver, bottle opener and egg-cup holder.

Pupils use the knowledge gained from the previous half term to start Unit 1 coursework. Pupils will analyse drawings from the exam board, plan for production, create a manufacturing diary, alongside making the product stated.

Pupils use the knowledge gained and continue their Unit 1 coursework, to analyse drawings, plan for production, create a manufacturing diary, alongside making the product stated.

Pupils will complete and submit their Unit 1 coursework.

Pupils will start to gain Unit 1 and 2 theory and how this might look in an exam.

Pupils will start to prepare revision materials, alongside practising exam-style questions.

Pupils will complete small practical tasks to embed knowledge and understanding for Unit 1 theory.

Pupils will continue with learning and applying this to exam style questions for Unit 1 and 2.

Pupils will complete small practical tasks to embed knowledge and understanding for Unit 1 theory.

Pupils will continue with learning and applying this to exam style questions for Unit 1 and 2.

Pupils will learn how to create engineering drawings, hand drawn and using CAD.

 

Year 11

Autumn Term
Spring Term
Summer Term
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6

Pupils will be introduced to the Unit 2 coursework which has been provided by the exam board.

This coursework is linked to re-designing the Unit 1 coursework they completed in Year 10.

Continuation of the Unit 2 coursework which has been provided by the exam board.

This coursework is linked to re-designing the Unit 1 coursework they completed in Year 10.

Submission of the Unit 2 coursework.

Exam prep, covering Uni1, 2 and 3.

Exam prep, covering Uni1, 2 and 3.

Revision materials are sourced, made and practised.

Exam-style questions are also practised.

 

 

Additional Curriculum Information

Curriculum Intent: The order of work is designed to address the KS3 Design and Technology National Curriculum whilst also preparing students for a range of KS4 courses. Our KS3 Design Technology curriculum seeks to address the following broad areas. 

  • Digital skills – CAD/CAM and Adobe Suite 
  • The design process regardless of discipline 
  • All content in the KS3 Design and Technology National Curriculum 
  • Confidence to begin and finish a project with a quality outcome 
  • Food hygiene and kitchen safety with the ability to cook some sweet, but predominantly savoury dishes 
  • Workshop safety and the experience of using many common workshop tools and machines 
  • Education on different cultures, the environment and past design movements 
  • Complete projects which link to local job opportunities 
  • Guidance on healthy eating, nutritional values and food budgeting 
  • Have a good understanding of the link between what they do in school and the wider world/world of work 
  • To be creative within a given framework 

Students should leave KS3 with a positive view of the Design and Technology industry, the confidence and ability to be creative with in a given framework and the self-assurance which comes from successfully completing projects.  

SEND

We support students with special educational needs by ensuring that all students can access the same curriculum. This is achieved by using differing levels of support and feedback during lesson time and other supporting resources. Students have levelled success criteria so that they are always aware of how they can improve their work, rather than basic instructions for all students. Due to verbal feedback being endemic in the department, it is very easy for staff to support or stretch students as required. Class sizes are purposefully mixed and are smaller than in other subjects. This allows students of all backgrounds and abilities to be educated together, which gives allows more time for staff to support those with special educational needs.  

Most able

Challenge for the most able is included in all projects. Due to the nature of design technology it is very easy to provide higher level challenge and extension for students. Success criteria is provided for the vast majority of tasks which seeks to push the higher ability students to reach for the ‘secure’ criteria. Our projects are ambitious and seek to push all students with support for the least able. Projects all have a creative element to them allowing for the most able to push their designs to stretch their skills. 

Key Stage 3 Assessment

Students in KS3 are assessed in all areas of DT against the same criteria. In DT we use a skills mastery based system to assess the students. Students need to demonstrate the same skills in each area to be able to achieve their best. There are 11 skills split into 4 areas which are needed to be successful in design and technology. Students follow the design process of design, make and evaluate with mindset overarching the process.  (An example of a Year 8 Progress Tracker can be found here)

The tasks students do are mapped to the assessment criteria for students to understand how to achieve. Each criterion is worth 9% and if they achieve in all areas we will round the 99% to 100% for this project/area. Achieving 99% in each of the 4 areas/projects will gain the student 100% for the year.

Key stage 3 classes are in mixed ability groups; therefore, assessment is more holistic to ensure fairness when compared against the class average. Students are assessed on whether or not they have met the assessment criteria based on their current DT ability, which allows for differentiation.

Students have a progress sheet which they keep in their folders when moving between DT areas. This tracks their progress and targets from each area so they can see how they are performing across the year. This data is used to plan in class intervention and to inform the next teacher in the DT carousel how the students have performed in the last rotation.

The impact of the curriculum is measured by the successful completion of the planned projects. Successful projects show that the students have learned and demonstrated their knowledge and skills. Students with higher marks have shown a higher level of skill, knowledge and ability to meet the design brief.

Key Stage 4 Assessment

Assessment in product design, graphic design and hospitality and catering is based on the criteria set by the exam boards. Students are assessed on project work throughout the course and later they are assessed against exam question performance. 

This data is used to plan lessons, give students individual feedback and plan intervention session.

Key Stage 3 Homework

Homework is set once per rotation or half term depending on the year group and is based on famous professionals in design and technology. The homework is linked to the area that the students are currently studying and serves to educate students about careers and the work of others. 

Other homework in KS3 is based on fact recall and future lesson preparation where appropriate.

Key Stage 4 Homework

In graphic design students are expected to be working on their portfolio work weekly. The more time they spend on their work, generally the better mark they can expect. This time is made available after school and it also expected to be done at home. Additional homework in this area usually takes the form of photoshoots and lesson organisation.

In hospitality and catering homework takes the form of exam style questions and cooking practice. This varies depending on the time of year. 

In product design students are expected to use revision cards, made during lessons, to revise learnt content. Over the course of each term, pupils will be set exam-style questions that they will practise and answer at home in preparation for assessments. Pupils will also be expected to keep up to date with any lesson work, none completed during the designated time, will be completed at home or in intervention after school.

Beyond the Curriculum

We have a wide offer in design and technology outside of the curriculum. The following clubs run during the year:

  • Blacksmithing club
  • Ceramic club
  • Upcycle Mondays
  • Product Design Club

We also offer extra-curricular activities in many year groups. Common opportunities include:

  • Subject specific work experience in year 10
  • Komatsu tour in year 10
  • Visit from Hush – local street artist in year 10
  • Nexus site visits in KS3
  • Gateshead College visit in KS4 Food and Nutrition
  • This is Creative Enterprise Programme in KS4 Graphic Design

Literacy & Subject Specific Vocabulary

Students are taught subject specific vocabulary by way of a standard slide. This helps them focus on learning the new word and makes sure it is consistent across the subject. The slide is also similar to the school word of the week, looking at root words and dual coding.  (an example slide can be seen here)

Technical language is embedded in the curriculum and opportunities for reading are evident in all of the DT strands. Particularly in Food and Nutrition where written work and reading is commonplace. Students are regularly required in all strands to read and follow instructions, evaluate and analyse the work of others and their own. Students are encouraged to find their information from sources online and guided well on internet literacy. 

Unit 2: 20th Century Depth Studies

Section A The Roaring 20s: USA 1919-1929

Section B Depression and the New Deal: The USA, 1929-1941

Section C War in Vietnam, 1964-1975

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Jarrow School
Field Terrace
Jarrow
Tyne & Wear
NE32 5PR

Email: info@jarrowschool.com
Tel: 0191 4283200
Fax: 0191 4283202

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