Design Technology

WHY ARE WE TEACHING A KNOWLEDGE-RICH CURRICULUM; HOW IS IT DIFFERENT?

Our Design Technology curriculum is designed around high-quality outcomes that aims to develop creative and technical expertise in students. We wish for students to perform everyday tasks confidently and to participate successfully in an increasingly technological world, understanding that the world of design is limitless, and ever changing.

WHY ARE WE TEACHING THIS CONTENT?

We want our pupils to 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.

WHY ARE WE TEACHING IT IN THIS ORDER?

Projects are structured throughout KS3 in order to monitor and control the outcomes that students achieve and ensure that they apply taught skills consistently as a cohort. The projects in KS3 allow more freedom on design and outcomes as students gain knowledge and experience throughout the years. Structured projects will enable students to feel more confident when given more design freedoms in KS4 as they will have gained the necessary basic skills to have more choice at KS4.

WHAT DO PUPILS NEED TO REMEMBER AND BE ABLE TO DO IN THIS SUBJECT?

Pupils need to be able to work on project briefs and specifications and from this create an iterative design process informed by research and findings. 

WHAT METHODS DO WE USE TO HELP PUPILS SECURE THIS KNOWLEDGE IN LONG-TERM MEMORY? 

Methods used are quizzing at the start of each lesson, with a mixture of more recent questions but always including questions from previous topics and previous years. We use and display key words used in art so that students become more familiar with subject specific terminology and learn how this terminology is present or can be used in their own work.

WHAT METHODS DO WE USE TO HELP PUPILS SECURE THIS KNOWLEDGE IN LONG-TERM MEMORY AND APPLY IT IN COMPLEX TASKS?

We draw comparisons and connections between current and previous units so that pupils can find technical and practical themes that run throughout. These connections enable students to produce work and writing that reflects their knowledge and skills learnt in prior techniques and processes. We also revisit knowledge learnt in previous years in lessons and formal assessments.

To view the Design and Food Technology Curriculum Overview click here.

More information on the Design and Food Technology Department can be found here. 

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Food Technology

WHY ARE WE TEACHING A KNOWLEDGE-RICH CURRICULUM; HOW IS IT DIFFERENT?

Our food and nutrition curriculum is designed to enable students to cook a range of savoury and sweet dishes. It is important that our students have a great understanding of all aspects of food and nutrition. The knowledge rich curriculum uses a methodical approach which gives pupils a framework to develop a rich understanding of the key topics within food and nutrition, these include food science, provenance, nutrition, food choice, health and safety. A key aim of this curriculum is to help pupils combine what they have learnt in theory lessons and can relate this to the practical lessons as well as have a full understanding of why we eat food and the function of food in our diet. For example, pupils will learn about the five essential nutrients needed in the body and then cook a dish and understand what nutrients are in the dish. This knowledge will enable pupils to become independent in the kitchen and be confident whilst using a range of cooking methods and techniques and know about the principles of nutrition, health and safety and healthy eating.

WHY ARE WE TEACHING THIS CONTENT?

Being able to cook is an essential life skill therefore, pupils need to learn and be able to show an understanding of what they are cooking in terms of the nutritional value, how their food is being cooked, where it has come from and why they have chosen it. We strive to give pupils the ability to develop these skills, reflect upon them and make the connections between food practical and food theory. 

WHY ARE WE TEACHING IT IN THIS ORDER?

Our curriculum is delivered in a way in which the knowledge can be continually built upon. The fundamentals of food and nutrition is underpinned by the Eatwell guide and the eight healthy eating guidelines. To ensure students can build both theory and practical skills at the same time we look at each section of the Eatwell guide in more detail throughout KS3, this allows us to integrate health and safety into the lessons at a pace appropriate for the pupils' levels of learning. For example, we concentrate on knife skills and use low risk food such as salad items to practice on. This ties in nicely with the fruit and vegetable section of the Eatwell Guide that is taught during the theory lesson. As the pupil’s progress throughout the years, the recipes are more complex and take into account high risk food and food from other cultures. This builds a great foundation for KS4. 

WHAT DO PUPILS NEED TO REMEMBER AND BE ABLE TO DO IN THIS SUBJECT?

Pupils will be need to remember and be able to:-

• use a range of cooking techniques and methods during practical lessons
• follow health and safety rules in the kitchen.
• increase their understanding and knowledge on food science, provenance, nutrition, food choice, health and safety.
• make a connection between their theory and practical lessons. 
• love cooking as it can open a door to one of the great expressions of human creativity.

WHAT METHODS DO WE USE TO HELP PUPILS SECURE THIS KNOWLEDGE IN LONG-TERM MEMORY? 

Methods used are retrieval quizzes at the start of each lesson, with a mixture of more recent questions but always including questions from previous topics and previous years. We use feedback sheets that the students complete after certain practical lessons. This allows them to revisit the previous practical lesson and analyse what went well and how they could improve for the next practical lesson. 

WHAT METHODS DO WE USE TO HELP PUPILS SECURE THIS KNOWLEDGE IN LONG-TERM MEMORY AND APPLY IT IN COMPLEX TASKS?

We draw comparisons and connections between theory and practical lessons. We make connections between food and nutrition and other subjects that connect to the lesson. For example, pupils will investigate why apples turn brown, and we talk about how they can use knowledge gained in science to complete the investigation. We use a knowledge organiser to support the pupils in both lessons at school and for independent study at home, they can either revisit what has already been taught or use it to get ahead for the next lesson. 

To view the Design and Food Technology Curriculum Overview click here.

More information on the Design and Food Technology Department can be found here.