Design
& Technology

“Design creates culture. Culture shapes values. Values determine the future.” Robert L. Peters

Technology is an inspiring, rigorous and ‘hands-on-subject’ which teaches students how to take risks; becoming resourceful, innovative and capable problem solvers. The subject builds confidence through immediate and sustained progression of skills allowing for mastery and preparing students for an increasingly technological world. 

The Technology Department at KEVIHS aims to provide stimulating learning experiences in each academic year through a variety of creative and practical activities where pupils are taught traditional craft skills alongside modern digital manufacturing processes including the use of CAD/CAM. We have dedicated teaching environments including a newly furnished kitchen and a separate Design Block and we encourage students to explore and excel in all of the discrete areas of Technology within these rooms.

As part of their work with Food, pupils are taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.

Subject knowledge is delivered in context helping to make links between classroom learning and the Manufacturing industry. Each project has a stimulating ‘real life’ context which requires thinking around aesthetic, technical, cultural, health, social, emotional, economic, industrial and environmental issues. Using creativity and imagination, our pupils design and make products that solve real and relevant problems, considering others’ needs and wants. 

Our subject knowledge draws from disciplines such as mathematics, science, engineering, computing, geography and art. We offer a broad extra-curricular offer within the department with increased links to STEM and real world problem solving.

Key Stage 3 Technology is a three year course and each year the projects get progressively more challenging as students are encouraged to work more independently. The Technology Department offers Key Stage 4 students GCSE Design and Technology and GCSE Food preparation and Nutrition with the AQA Examination Board. 

Aims and Values

The Technology Department at KEVIHS has developed a forward thinking curriculum, designed to be challenging but relevant to a modern world. We want to prepare our students to be informed consumers and users of products. We require our students to work independently but also to design and think with empathy, considering the impact of their designs on others.

In Technology your child will learn to:

  • see mistakes as a learning opportunity
  • take risks in projects to push their own boundaries and confidence
  • develop the creative, technical and practical expertise needed to perform everyday tasks confidently
  • be reflective and open to developing ideas following feedback
  • participate successfully in an increasingly technological world, including awareness of CAD/CAM
  • build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
  • critique, evaluate and test existing products as well as their own ideas
  • understand and apply the principles of nutrition and learn how to cook
  • pursue practical skills beyond the classroom and to develop pride in their creativity
  • make links with other subjects by experiencing a comprehensive extra-curricular programme

Curriculum and Assessment Maps

Design and Technology Curriculum and Assessment Maps:

Year 7 focus – Where do materials and ingredients come from?

Key Learning Constructs to be developed over the academic year

Scheme of Learning 

Rotation 1

Scheme of Learning 

Rotation 2

Scheme of Learning 

Rotation 3

Design

Add annotated notes which show some technical language referring to how designs could be manufactured.

Produce detailed notes that include likes and dislikes about ideas.
Make 

Make high quality prototypes / final dishes that meet the design brief.

Produce well made dishes.

Evaluate 

Explain how to develop prototypes / final dishes to make them better.

Identify and address issues during the making of a product and suggest improvements.

Knowledge

Show full understanding of the properties of hardwoods and softwoods.
Explain Hazards and risk prevention in workshops and kitchen environments.
Explain the importance of environmental sustainability including sourcing materials (eg renewables).

Demonstrate an understanding of the principles of healthy eating and an appreciation of the provenance of some ingredients.

Alessi Extraordinary

Students write their own Design Brief and learn how to design in the style of an existing company.

A Renewable Future

Students learn about renewable energies and manufacture a product for an existing company.

Stay Healthy

Students are introduced to healthy eating, nutrition and food choice, including consideration of  seasonality and the value of convenience foods.

Assessment Pieces

*Designing is assessed throughout the unit via practical and written work.
*Knowledge is assessed in an End of Unit Test
*Evaluation is assessed through Home Learning

Assessment Pieces

*Making is assessed throughout the unit via practical and written work.
*Knowledge is assessed in End of Unit Test
*Design is assessed as Home Learning

Assessment Pieces

*Making is assessed throughout the unit via practical and written work.

*Knowledge is assessed in End of Unit Test 

*Evaluation is assessed through Home Learning

Key vocabulary

Biomimicry, Mechanism, Hazard, Risk Assessment, ACCESS FM, Design Brief, Measuring.

Renewable, Finite, Ethical, CAD CAM,  ACCESS FM, Design Brief, Measuring. Aesthetics

Eatwell guide, dietary guidelines, nutrients, seasonality, convenience foods, annotation, star profile

Outside the taught curriculum

Extra-Curricular: RSA Pupil Design Awards, Textiles club, DT catch-up club, Handmade Christmas Competition.
Parents/Guardians should encourage them to try creative and problem solving activities. Read through recipes with them and discuss ways in which you could modify these to suit their family. Watch related programmes with a focus on technology, design, fashion, inventions and food.

Suggested reading

Books: GCSE Design & Technology Pocket Posters by Daydream Education

https://www.bbc.co.uk/bitesize/subjects/zfr9wmn

http://www.technolgystudent.com

https://www.foodafactoflife.org.uk

Year 8 focus – What careers are involved in Technology?

Key Learning Constructs to be developed over the academic year

Scheme of Learning 

Rotation 1

Scheme of Learning 

Rotation 2

Scheme of Learning 

Rotation 3

Design

Show imaginative ideas that cater for different users, with detailed reference to how they would be manufactured. 

Make good use of tonal shading when enhancing product ideas.

Make

Make exceptional and high quality prototypes that meet the design brief and success criteria.

Demonstrate independent, safe and hygienic work practices involving an increasing range of skills, ingredients and equipment.

Produce a wide range of well made dishes.

Evaluate 

Explain how to develop an existing product to make it fit for purpose.

Identify and address issues during the making of a product, evaluate products, applying knowledge to suggest improvements including those to sensory and nutritional profiles.

Knowledge

Show a full understanding of the properties of Thermoplastics and Thermoset plastics. 

Explain Industrial Methods of making using plastics. 

Explain Die Cutting using papers and boards. 

Show a full understanding of the properties of fabrics and their uses.

Show a full understanding of additive manufacturing.

Explain material stock forms.

Apply the principles of healthy eating and an appreciation of the primary and secondary processing of some foods.

Understand the main causes of food poisoning and the ways to prevent it.

CAD CAM can! and Party On! 

Students apply anthropometrics to designing and Students learn about CAD/CAM and its role in careers. 

Building a Brand and Learning Through Play

Students can make products for a younger audience. Students learn about logos and are tasked with creating a new brand identity. 

Start with a Staple and Safe and Sound

They extend their knowledge of healthy eating and nutrition as they are introduced to staple foods and the ways in which they are used and processed. They look at the causes of food poisoning and extend their knowledge of traditional cuisines from around the world.

Assessment Pieces

*Designing, Making and Evaluating are assessed throughout the unit via practical and written work and are summarised at the end of the project. 

*Knowledge is assessed in an End of Unit Test

Assessment Pieces

*Designing, Making and Evaluating are assessed throughout the unit via practical and written work and are summarised at the end of the project.

*Knowledge is assessed in End of Unit Test

Assessment Pieces

*Making and Evaluating are assessed  throughout the unit via practical and written work and are summarised at the end of the project. *Knowledge is assessed in End of Unit Test

Key vocabulary

Biomimicry, Mechanism, Hazard, Risk Assessment, ACCESS FM, Design Brief, Measuring, Pathogenic mico-organism..

Renewable, Finite, Ethical, CAD CAM,  ACCESS FM, Design Brief, Measuring. Aesthetics

Staple foods, cereals, tubers, nutrients, food provenance and processing, sensory analysis.

Outside the taught curriculum

Extra-Curricular: RSA Pupil Design Awards, Textiles club, DT catch-up club, Handmade Christmas Competition.
Parents/Guardians should encourage them to try creative and problem solving activities. Read through recipes with them and discuss ways in which you could modify these to suit their family. Watch related programmes with a focus on technology, design, fashion, inventions and food.

Suggested reading

Books: GCSE Design & Technology Pocket Posters by Daydream Education

https://www.bbc.co.uk/bitesize/subjects/zfr9wmn

http://www.technolgystudent.com

https://www.foodafactoflife.org.uk

Year 9 focus – How to be responsible in Technology

Key Learning Constructs to be developed over the academic year

Scheme of Learning 

Rotation 1

Scheme of Learning 

Rotation 2

Scheme of Learning 

Rotation 3

Design

Show imaginative and creative ideas that are unique in their form, and show awareness of function, to address and solve practical problems.

Produce ideas that are well presented and accurate.

Make

Make exceptional and high quality prototypes using prior knowledge and experience that meet the design brief and success criteria.

Select and make use of a mixture of media to enhance the product.

Demonstrate effective time management, together with  independent and well organised practical skills 

Produce a wide range of more complex and skillful dishes.

Demonstrate controlled investigative techniques.

Evaluate

Develop ways to analyse products and processes using subject specific terminology and suggest refinements.

Critically evaluate products, including during making, by applying scientific / nutritional knowledge to suggest realistic ways to improve them. 

Knowledge

Show full understanding of the properties of manufactured boards as well as natural timbers.

Show full understanding of the properties of papers and boards.

Show a full understanding of the functions of ingredients, the provenance and sustainability of foods and some of the implications of consumer choice. 

Making for Market

Students apply mathematics to accurately making a functional item to sell at a market.

Point of Promotion

Students learn about typography and the lifecycle of promotional products.

The ingredients for success. Students learn about sustainability, current food issues and the functions of ingredients and extend their knowledge of nutrition.

Assessment Pieces

*Evaluating is assessed throughout the unit via practical and written work.

*Knowledge is assessed in an End of Unit Test
*Designing is assessed through Home Learning

Assessment Pieces

*Designing is assessed throughout the unit via practical and written work. *Knowledge is assessed in End of Unit Test 

*Making is assessed as Home Learning

Assessment Pieces

*Making is assessed throughout the unit via practical and written work.

*Knowledge is assessed in End of Unit Test

*Evaluating is assessed through Home Learning

Key vocabulary

Soft and hard Skills, Iterative, Design Specification, Culture, ACCESS FM, Measurements, Decoration

Typography, cradle to grave, logo, CAD, CAM, input, output devices, LED

sustainability, assured foods, shortening, sensory testing

Outside the taught curriculum

Extra-Curricular: RSA Pupil Design Awards, Textiles club, DT catch-up club, Handmade Christmas Competition.
Parents/Guardians should encourage them to try creative and problem solving activities. Read through recipes with them and discuss ways in which you could modify these to suit their family. Watch related programmes with a focus on technology, design, fashion, inventions and food.

Suggested reading

Books: GCSE Design & Technology Pocket Posters by Daydream Education

https://www.bbc.co.uk/bitesize/subjects/zfr9wmn

http://www.technolgystudent.com

https://www.foodafactoflife.org.uk

Year 10 GCSE Design and Technology

Key Learning Constructs to be developed over the academic year

Scheme of Learning 

Project 1

Scheme of Learning 

Project 2

Scheme of Learning 

Project 3

Scheme of Learning 

Project 4

Investigate, Design, Make, Evaluate and Knowledge

Protected Species

Students apply knowledge of biomimicry to an electrical product.

Celebrating Achievements

Students learn to design to a client’s needs and wants.

Making it Louder

Students experiment with materials and shapes to create passive amplification.

Share the Vision

Students learn about inclusive design making a tactile product.

Assessment Pieces

Investigating, Designing, Making and Evaluating are assessed at the end of the unit *Knowledge is assessed in End of Unit Tests *Revision posters are produced through Home Learning

Key vocabulary

Biomimicry, Ethics, Automation, Lean Manufacturing, input, Process, Output, Robotics

Design for Maintenance, Cradle to grave, Culture, Mass, Batch, One Off, Continuous, Renewables, Motion

Modern Materials, Smart Materials, Stock Form, Quality Control, Types of Drawing, Enterprise

6 R’s, Inclusive, Ecological Footprint, Commercial Processes, Materials

Outside the taught curriculum

Seneca Learning is an online platform for revision for this subject.

Extra-Curricular: RSA Pupil Design Awards, Textiles club, DT catch-up club, Handmade Christmas Competition. 
Encourage them to try creative and problem solving activities. Watch related programmes with a focus on technology, design, fashion and inventions.

Suggested reading

Books:
GCSE Design & Technology Pocket Posters by Daydream Education

GCSE AQA Design and Technology (FOR the Grade 9-1 Course) Exam Practice Workbook

https://www.bbc.co.uk/bitesize/subjects/zfr9wmn

http://www.technolgystudent.com

Year 11 GCSE Design and Technology

Key Learning Constructs to be developed over the academic year

Scheme of Learning 

NEA

50%

Scheme of Learning 

Exam

50%

Investigate, Design, Make, Evaluate and Knowledge

The non-exam assessment (NEA) for this specification is made up of a substantial ‘design and make’ task solving a contextual challenge released annually by AQA on 1 June (in Year 10). 

Core technical principles, Specialist technical principles, Designing and making principles.

Assessment Pieces

Non-exam assessment (NEA): 30–35 hours approx. 50% of GCSE.

Written exam: 2 hours. 50% of GCSE

Key vocabulary

Biomimicry, Ethics, Automation, Lean Manufacturing, input, Process, Output, Robotics, Design for Maintenance, Cradle to grave, Culture, Mass, Batch, One Off, Continuous, Renewables, Motion, Modern Materials, Smart Materials, Stock Form, Quality Control, Types of Drawing, Enterprise, 6 R’s, Inclusive, Ecological Footprint, Commercial Processes, Materials.

Outside the taught curriculum

Seneca Learning is an online platform for revision for this subject.

Encourage them to try creative and problem solving activities. Watch related programmes with a focus on technology, design, fashion and inventions.

Suggested reading

Books:
GCSE Design & Technology Pocket Posters by Daydream Education

GCSE AQA Design and Technology (FOR the Grade 9-1 Course) Exam Practice Workbook

https://www.bbc.co.uk/bitesize/subjects/zfr9wmn

http://www.technolgystudent.com

GCSE Food Preparation and Nutrition Curriculum and Assessment Maps:

Year 10 GCSE Food Preparation and Nutrition

Key Learning Constructs to be developed over the academic year

Scheme of Learning 

Investigate, Design, Make, Evaluate and Knowledge

Topics will include theory and related practical application in order to increase and refine practical and organisational skills when cooking more complex dishes.

Food, nutrition and health: functions, sources and effects of deficiency or excess, of proteins, carbohydrates, fats, vitamins, minerals and water.

Nutritional needs and health: making informed food choices, the Eatwell Guide, energy needs, nutritional analysis.

Cooking of food and heat transfer.

Food science: functional and chemical properties of proteins, carbohydrates, fats and raising agents.

Food spoilage and contamination. Principles of food safety. British and international cuisines

Assessment Pieces

Practical skills are assessed throughout, knowledge and application are assessed at the end of each unit through multiple choice questions, written answers and project work. Written examination in the summer term.

Key vocabulary

Dietary reference values, amino acids, triglyceride, saturated/unsaturated fatty acids, mono/di/poly-saccharides,basal metabolic rate, malnutrition, sensory qualities, palatability, conduction, convection, radiation, denaturation, coagulation, gelatinisation, dextrinisation, caramelisation, aeration, emulsification, spoilage, pathogen, shelf-life, ambient, food provenance, sustainability, food security, primary/secondary processing, fortification.

Outside the taught curriculum

Seneca Learning is an online platform for revision for this subject.

Handmade Christmas Competition.
Encourage them to try a range of foods and recipes at home. Watch related programmes with a focus on food and nutrition.

Suggested reading

Books:
AQA GCSE Food Preparation and Nutrition. Anita Tull

https://www.foodafactoflife.org.uk

https://www.ifst.org/lovefoodlovescience/resources

Year 11 GCSE Food Preparation and Nutrition

Key Learning Constructs to be developed over the academic year

Scheme of Learning 

NEA

50%

Scheme of Learning 

Exam

50%

Investigate, Design, Make, Evaluate and Knowledge

Non exam assessment: Food Investigation task (10 hours) (Autumn term)


Non exam assessment: Food Preparation Task (20 hours) to include a 3 hour practical session) (Spring term)

Food preparation skills are integrated into five core topics:
• Food, nutrition and health
• Food science
• Food safety
• Food choice
• Food provenance

Assessment Pieces

Non-exam assessment (NEA): 30 hours approx. 50% of GCSE.

Written exam: 1 hour 45 minutes. 50% of GCSE

Key vocabulary

Dietary reference values, amino acids, triglyceride, saturated/unsaturated fatty acids, mono/di/poly-saccharides,basal metabolic rate, malnutrition, sensory qualities, palatability, conduction, convection, radiation, denaturation, coagulation, gelatinisation, dextrinisation, caramelisation, aeration, emulsification, spoilage, pathogen, shelf-life, ambient, food provenance, sustainability, food security, primary/secondary processing, fortification.

Outside the taught curriculum

Seneca Learning is an online platform for revision for this subject.

Handmade Christmas Competition.
Encourage them to try a range of foods and  recipes at home. Watch related programmes with a focus on food and nutrition.

Suggested reading

Books:
AQA GCSE Food Preparation and Nutrition. Anita Tull

https://www.foodafactoflife.org.uk

https://www.ifst.org/lovefoodlovescience/resources

Further information

There are currently three experienced specialist teachers, who are easy to approach and have excellent subject knowledge. The department is supported by a full time technician

  • Mr M McCarthy (Subject Leader for Technology and Computing) 

  • Miss S McLean (Teacher of Technology) 

  • Mrs U Augustin (Teacher of Technology)

  • Miss S Badchkam (Teacher of Computing and Technology) 

  • Mr C Jackson (Teacher of Computing and Technology)

  • Miss H Khan (DT Technician)

The department is also receives input from art teachers.

What your child may do in lessons

Lessons are fast paced and packed with lots of practical activities. Students work independently or in small groups to complete the tasks with an emphasis on developing the skills needed to produce high quality products. Your child will regularly self assess their own work and others in the class to keep track of their own progress in the subject.

How your child’s progress will be assessed

In Design and Technology we are assessing the 4 key constructs of Design, Make, Evaluate and Knowledge. Constructive feedback is an essential way to help students improve and this is given regularly as verbal feedback during class tasks and homework assignments. Throughout the Key Stage, your child will be assessed by their teachers; their practical skills will be observed and outcomes monitored. Practical outcomes, completed project booklets and knowledge assessments will form the basis of formal assessments. 

KS3

students have three Technology lessons per fortnight with homework set once a week. Pupils will be taught in groups of 22 and will rotate around different material areas during the course of each year.

KS4 (GCSE)

students may choose to study either Food Preparation and Nutrition or Design and Technology taught by one specialist teacher. In Years 10 and 11 students have five lessons a fortnight. The focus is on practical work, making links and applying knowledge. Constructive feedback is given regularly as verbal feedback during class tasks and homework assignments. Throughout the course your child will be assessed by their teachers; their practical skills will be observed and outcomes monitored. Assessment is through NEA assessment projects (50%) and End of Year 11 examination (50%).

  • Encourage their participation in extracurricular sessions and competitions
  • Encourage their participation in extracurricular sessions and competitions
  • Be interested and encourage your child to talk about their work.
  • Help them to be well prepared for lessons, by agreeing time to shop for ingredients and by checking that she has the correct materials and equipment.
  • Reflect on assessments to enable them to identify how to improve.
  • Review their work frequently.
  • Encourage them to explain their learning.
  • Discuss their designs and plans and help them to evaluate their work.
  • Encourage them to ask their teacher for help if required or if lessons have been missed.
  • Involve them in practical activities at home.
  • Discuss your choices as a consumer.
  • Watch related programmes – technology, design, fashion, inventions and food are all popular television topics.
  • Read labels and relevant magazines and websites.
  • Critically evaluate products in use and discuss how they are made.

Careers linked to technology include architecture, product design, graphic design, fashion or costume design, food technology, dietetics, retail, engineering and food or material sciences.

Skills such as logical thinking, creativity, perseverance, communication, problem solving, planning and evaluation, all developed through technology, are highly desirable to employers in all sorts of sectors. The development of fine motor skills is essential for anyone wanting to study subjects such as medicine or dentistry.

The skills developed while studying technology can be the foundation for a lifetime of enjoyment from creativity. Girls learn a range of life skills, which will stand them in good stead whichever career they decide to pursue.