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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
Technology:
Subject Leader: Mr M McCarthy email: mmccarthy@kingedwardvi.bham.sch.uk
Year 7
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 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. 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. |
Assessment Pieces
*Making is assessed throughout the unit via practical and written work. |
Assessment Pieces
*Evaluating is assessed throughout the unit via practical and written work. *Knowledge is assessed in End of Unit Test *Making is assessed through Home Learning |
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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 |
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How Parents/Gurardians can help outside the taught curriculum |
Encourage your child to attend Extra-Curricular clubs such as: Textiles club, Handmade Christmas Competition. Parents/Guardians can access the department’s online Technology website via their child’s log in. Encourage them to look at past examples and to read/watch the additional support materials provided. Students should also consult the materials on the Google Classroom and their Knowledge Organiser for each project. Read through recipes with them and discuss ways in which you could modify these to suit your family. Home Learning can be accessed digitally, students should be spending 20 minutes on each homework and there are 4 compulsory homeworks during each rotation. Parents/Guardians are encouraged to test their child on the suggested Key Vocabulary. Outside of school Encourage them to try creative and problem solving activities at home. Challenge them to sketch objects around the house and build models. |
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Suggested extended reading |
Books: GCSE Design & Technology Pocket Posters by Daydream Education
https://www.bbc.co.uk/bitesize/subjects/zfr9wmn |
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Year 8
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. |
A Staple Start
Students 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 different cake methods and are introduced to the science in baking. |
| 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. |
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|
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. |
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How Parents/Gurardians can help outside the taught curriculum |
Encourage your child to attend Extra-Curricular clubs such as: Textiles club, Handmade Christmas Competition. Parents/Guardians can access the department’s online Technology website via their child’s log in. Encourage them to look at past examples and to read/watch the additional support materials provided. Students should also consult the materials on the Google Classroom and their Knowledge Organiser for each project. Read through recipes with them and discuss ways in which you could modify these to suit your family. Home Learning can be accessed digitally, students should be spending 20 minutes on each homework and there are 4 compulsory homeworks during each rotation. Parents/Guardians are encouraged to test their child on the suggested Key Vocabulary. Outside of school Encourage them to try creative and problem solving activities at home. Challenge them to sketch objects around the house and build models. |
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Suggested extended reading |
Books: GCSE Design & Technology Pocket Posters by Daydream Education
https://www.bbc.co.uk/bitesize/subjects/zfr9wmn |
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Year 9
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. |
Conscious Consumer.
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 |
Assessment Pieces
*Designing is assessed throughout the unit via practical and written work. *Knowledge is assessed in End of Unit Test *Making is self 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 self assessed through Home Learning |
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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 |
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How Parents/Gurardians can help outside the taught curriculum |
Encourage your child to attend Extra-Curricular clubs such as: Textiles club, Handmade Christmas Competition. Parents/Guardians can access the department’s online Technology website via their child’s log in. Encourage them to look at past examples and to read/watch the additional support materials provided. Students should also consult the materials on the Google Classroom and their Knowledge Organiser for each project. Read through recipes with them and discuss ways in which you could modify these to suit your family. Home Learning can be accessed digitally, students should be spending 20 minutes on each homework and there are 4 compulsory homeworks during each rotation. Parents/Guardians are encouraged to test their child on the suggested Key Vocabulary. Outside of school Encourage them to try creative and problem solving activities at home. Challenge them to sketch objects around the house and build models. |
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Suggested extended reading |
Books: GCSE Design & Technology Pocket Posters by Daydream Education
https://www.bbc.co.uk/bitesize/subjects/zfr9wmn |
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GCSE Design and Technology:
Subject Leader: Mr M McCarthy email: mmccarthy@kingedwardvi.bham.sch.uk
Year 10
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 |
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| Key vocabulary | 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 |
| How Parents/Gurardians can help outside the taught curriculum | Seneca Learning is a free online platform for revision for this subject.
Encourage your child to attend Extra-Curricular clubs such as: Textiles club, Handmade Christmas Competition. Home Learning can be accessed digitally, students should be spending an hour on each homework and there is weekly compulsory homeworks during GCSE. Parents/Guardians are encouraged to test their child on the suggested Key Vocabulary. Outside of school Encourage them to try creative and problem solving activities at home. Challenge them to sketch objects around the house and build models. |
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| 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 | ||
Year 11
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 |
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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. | |
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How Parents/Gurardians can help outside the taught curriculum |
Seneca Learning is a free online platform for revision for this subject.
Encourage your child to attend Extra-Curricular clubs such as: Textiles club, Handmade Christmas Competition. Home Learning can be accessed digitally, students should be spending an hour on each homework and there is weekly compulsory homeworks during GCSE. Parents/Guardians are encouraged to test their child on the suggested Key Vocabulary. Outside of school Encourage them to try creative and problem solving activities at home. Challenge them to sketch objects around the house and build models. |
|
|
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 |
GCSE Food Preparation and Nutrition:
Subject Leader: Mr M McCarthy email: mmccarthy@kingedwardvi.bham.sch.uk
Year 10
Year 10 GCSE Food Preparation and Nutrition
| Key Learning Constructs to be developed over the academic year | Scheme of Learning
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| 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 |
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| 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. |
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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. | |
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Outside the taught curriculum |
Seneca Learning is an online platform for revision for this subject.
Handmade Christmas Competition. |
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Suggested reading |
Books: AQA GCSE Food Preparation and Nutrition. Anita Tull |
https://www.foodafactoflife.org.uk |
Year 11
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 |
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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. |
|
|
Suggested reading |
Books: AQA GCSE Food Preparation and Nutrition. Anita Tull |
https://www.foodafactoflife.org.uk |
Further information
Staff
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
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Mr M McCarthy (Subject Leader for Technology and Computing)
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Miss S McLean (Teacher of Technology)
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Mrs U Augustin (Teacher of Technology)
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Miss S Badchkam (Teacher of Computing and Technology)
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Mr C Jackson (Teacher of Computing and Technology)
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Miss H Khan (DT Technician)
The department is also receives input from art teachers.
Additional Information
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%).
How can parents help?
- 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.
Where next
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.
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