CURRICULUM

Design Technology

DT Curriculum Intent

Design and Technology develops students’ understanding of the ‘physical’ world. They learn to design, make and evaluate everyday products, considering their own and others’ needs, wants and values. Key concepts include creativity and imagination. Rather than contribute to a disposable society, students become proactive thinkers, able to appreciate the effort, time and resources used to create all products. They explore how they can reduce their impact while still having an impact.

Key Strands

Design

  • use research and exploration, such as the study of different cultures, to identify and understand user needs
  • identify and solve their own design problems and understand how to reformulate problems given to them
  • develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations
  • use a variety of approaches [for example, biomimicry and user-centred design], to generate creative ideas and avoid stereotypical responses
  • develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools
  • select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture
  • select from and use a wider, more complex range of materials, components and ingredients, taking into account their properties

Make

Evaluate

  • analyse the work of past and present professionals and others to develop and broaden
    their understanding
  • investigate new and emerging technologies
  • test, evaluate and refine their ideas and products against a specification, taking into
    account the views of intended users and other interested groups
  • understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists
  • understand and use the properties of materials and the performance of structural
    elements to achieve functioning solutions
  • understand how more advanced mechanical systems used in their products enable
    changes in movement and force
  • understand how more advanced electrical and electronic systems can be powered and used in their products [for example, circuits with heat, light, sound and movement as inputs and outputs]
  • apply computing and use electronics to embed intelligence in products that respond to inputs [for example, sensors], and control outputs [for example, actuators], using
    programmable components [for example, microcontrollers]

Technical Knowledge

Cooking & Nutrition

  • understand and apply the principles of nutrition and health
  • cook a repertoire of predominantly savoury dishes so that they are able to feed
  • themselves and others a healthy and varied diet
  • become competent in a range of cooking techniques [for example, selecting and
  • preparing ingredients; using utensils and electrical equipment; applying heat in different
  • ways; using awareness of taste, texture and smell to decide how to season dishes and
  • combine ingredients; adapting and using their own recipes]
  • understand the source, seasonality and characteristics of a broad range of ingredients.

Curriculum Structure

Students follow a spiral curriculum in Design & Technology in Yr7, Yr8 and Yr9. 

Cooking & Nutrition

Year 7

Cooking & Nutrition
Content -
Students will 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.
Skills -
Preparation Techniques

• Weighing and measuring

• Chopping

• Peeling

• Rub-in

• Sieving

• Segmenting

• Slicing

Cooking Techniques

• Boiling

• Baking

• Grilling (griddling)

Presentation techniques

• Portion control

• Creativity

TOPIC 1

Year 8

Cooking & Nutrition
Content -
Students will develop and demonstrate 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. In addition, they will consider the factors that affect food choice, food availability and food waste.
Skills -
Preparation Techniques

• Weighing and measuring

• Chopping

• Peeling

• Rub-in

• Sieving

• Segmenting

• Slicing

Cooking Techniques

• Boiling

• Baking

• Grilling (griddling)

Presentation techniques

• Portion control

• Creativity

TOPIC 1

Year 9

Cooking & Nutrition
Content -
Students will be able to secure and demonstrate a range of food skills, increasing in complexity and accuracy, to cook a wider range of dishes, safely and hygienically, and to apply their knowledge of nutrition and food provenance. In addition, they will consider consumer issues, food and its functions and new trends in food.
Skills -
Preparation Techniques

• Weighing and measuring

• Chopping

• Peeling

• Whisking

• Melting

• Rub-in

• Sieving

• Slicing

• Hydrating

Cooking Techniques

• Boiling

• Baking

• Grilling (griddling)

• Frying

Presentation techniques

• Portion control

• Position on serving dish

• Garnish

• Creativity

TOPIC 1

Engineering

Year 7

Engineering
Content -
Students will design and make a Phone Holder from Resistant Materials. This project will serve as an introduction to a range of tools, equipment, processes and skills which they will use moving forward in Engineering. They will hone their drawing skills by drawing their product in isometric view before learning to colour render in order to represent the materials used in manufacture.
Skills -
Template making

Use of coping and tenon saw

Use of bandfacer, rasp, file and abrasive paper

Marking out

Use of pillar drill

Use of line bender and sheet metal bender

Use of rivet gun

Designing

Annotation

Rendering techniques

Evaluation & reflection

TOPIC 1

Year 8

Engineering
Content -
Students will design and make a Phone Holder from Resistant Materials. This project will serve as an introduction to a range of tools, equipment, processes and skills which they will use moving forward in Engineering. They will hone their drawing skills by drawing their product in isometric view before learning ta range of presentation techniques which they can add to their finished isometric projection.
Skills -
Template making

Use of coping and tenon saw

Use of bandfacer, rasp, file and abrasive paper

Marking out

Use of pillar drill

Use of line bender and sheet metal bender

Use of rivet gun

Designing

Annotation

Rendering techniques

Evaluation & reflection

TOPIC 1

Year 9

Engineering
Content -
Students will design and make a clock for The Design Museum. They will use mood boards to inform their design. Once designed, they will realise their idea by making a prototype.
Skills -
Sketching techniques

Rendering & presentation techniques

Annotation & labelling

Marking out

Use of appropriate tools for cutting, shaping and finishing techniques in wood and acrylic.

Vector drawing using 2D design to produce CAD/CAM laser cut components

Assembly methods using standard component parts.

TOPIC 1

Year 10 And Year 11 (KS4)

Key Strands

Research, Analysis and Design

Engineering design is a process used to identify market opportunities and solve problems which contribute to the development of new products and systems. This is so learners who wish to study the processes involved in designing new engineered products and the requirements of a design specification. Through research and practical activities, learners will understand how market requirements and opportunities inform client briefs and will use practical skills such as drawing, computer modelling and model making to communicate design ideas.

Engineering Design encourages learners to communicate and consult with a client to develop a viable and innovative product. Learners will apply practical skills to produce a prototype in the form of a model and test design ideas to inform further product development. Through reflection, learners evaluate the prototype, making a comparable outcome against specification points, and assess possible, practical solutions and improvements to their prototype design.

Planning, Prototyping and Testing

Key Skills

Design briefs, design specifications and user requirements

Understand the design cycle and the relationship between design briefs and design specifications. Understand the requirements of design specifications for the development of a new product. Know about the wider influences on the design of new products.

Know how commercial production methods, quality and legislation impact on the design of products and components.
Be able to research existing products.
Be able to analyse an existing product through disassembly.

Product analysis and research

Developing and presenting engineering designs

Be able to generate design proposals using a range of techniques. Know how to develop designs using engineering drawing techniques and annotation. Be able to use Computer Aided Design (CAD) software and techniques to produce and communicate design proposals
Know how to plan the making of a prototype. Understand safe working practices used when making a prototype. Be able to produce a prototype. Be able to evaluate the success of a prototype.

Year 10

3D design realisation

Engineering Y10 R105
Content -
This unit provides the opportunity for learners to develop their understanding of the requirements of design briefs and design specifications for the development of new products. Through research and practical activities, learners will understand how consumer requirements and market opportunities inform design briefs. Learners will understand the overall design process through study of the design cycle, existing product and life cycle analysis, study of new and improved materials and manufacturing processes, and how these and other factors influence a design solution. On completion of this unit, learners will understand the design cycle, the requirements for a design brief and design specification for the development of a new product and how effective research data is necessary to inform the development of a design solution. Learners studying for the Certificate will be able to apply knowledge and understanding gained in this unit to help develop their skills further during the completion of units R107 and R108.
Skills -
All student will be able to understand what a design brief is and how it is used in the development of new products. They will be able to suggest criteria through research that is required in the new product by writing a design specification. Leaners will understand the design cycle and its iterative process. Understand their design cycle and the relationship between design briefs and design specifications. Know the importance of identifying design needs and be able to understand the relationship between the design brief and the design specification. Learn how the requirements and the design specification are important for the development of a new product be able to understand user needs. Be able to understand product requirements learn how manufacturing considerations will be used in the development of a new product. How to understand production costs including tooling machinery labour and overheads Understand the importance of regulations and safeguarding designs. Pupils will learn about the wider influences on the design of new products this will include the understanding of market forces cultural and fashion trends and legislate legislative design requirements. They will be able to protect designs and understand their links to inspirational and iconic products. Have an understanding of their life cycle and understand a life cycle analysis. Be able to develop new products through sustainable design. Be able to suggest advances in technology including new and emerging materials and technologies. Highlight environmental pressures on the development of new products.
TOPIC 1
Engineering Y10 R106
Content -
This unit will enable learners to perform effective product analysis. They will research existing solutions and assess the development of engineered products. Learners will develop dextrous skills and gain practical experience of product assembly and disassembly to appreciate manufacturing processes, design features and materials used. This unit develops learner’s creativity and critical analysis through an understanding of the principles behind good design. They will consider what makes a good product sell by analysing existing solutions. On completion of this unit, learners will understand how to perform effective product analysis and evaluation through research and product assembly and disassembly procedures to appreciate product design features.
Skills -
Know how commercial production methods, quality and legislation impact on the design products. Understand scale of production and the impact this has on a product. The impact of the manufacturing process product design. Considerations for product end of life. Reusing products and components. The importance of conforming to legislation, quality and safety standards. Be able to research existing products. Use research methods to inform product analysis. Understand strengths and weaknesses of a existing products. Use of methods to summarise research outcomes. Have the ability to analyse an existing product through disassembly. Be able to use sources and procedures for disassembly. Use appropriate tools and instruments during disassembly procedures. Be able to analyse an existing product through disassembly. Understand how to complete a practical disassembly activity.
TOPIC 2
Engineering Y10 R107
Content -
This unit develops techniques in generation, concept development and the communication of design ideas using hand rendering and computer-based presentation techniques including computer aided design software. Learners will generate design ideas using a mixture of detailed hand rendering and computerbased presentation techniques including computer aided design in 2 and 3 dimensions. Learners will gain skills in annotation and labelling techniques, such as showing key features, functions, dimensions, materials, construction/manufacture methods. On completion of this unit, learners will have developed knowledge and understanding of how to communicate design ideas through hand rendering and computer-based techniques
Skills -
Student will be able to generate design proposal using a range of techniques. They will develop hand drawing techniques using sketching. Acquire the skill of sketching in 2D and 3D. Bea able to use different 2D views. Present 3D sketches in isometric, oblique, one-point perspective and two-point perspective. Rendering using shade tone and texture to present ideas. Annotation and labelling to help communicate ideas and concepts. The use of ICT software to enhance, enrich and modify design proposals. Know how to develop designs using engineering drawings and annotation. 3d engineering drawing such as orthographic projection, isometric and oblique. Engineering drawings will also include the use of scale, tolerance and dimensions as well as show assemblies and exploded views. How to present engineering drawings in Computer Aided Design (CAD). Develop CAD drawings in 3D from sketch based drawing and solid modelling. They will be able to assemble the individual parts. Show alternative ideas in CAD as well as exploded drawings, assembly drawings and third angle orthographic projection. Present ideas and concepts professionally so that they can be presented to an audience.
TOPIC 3

Year 11

Engineering Y11 R108
Content -
This unit requires learners to apply practical skills to produce a prototype product or model using craft-based modelling materials alongside computer-controlled or rapid-prototyping processes. Learners will produce a prototype product in the form of a model and test design ideas in a practical context, to inform further development utilising more complex production processes. Learners will evaluate the prototype making a comparison of the outcome against the product specification and evaluate potential improvements in design such as features, function, materials, aesthetics and ergonomics and make suggestions on improvements to the final product. On completion of this unit, learners will be able to use knowledge gained to apply practical skills in the use of tools and equipment to produce a prototype
Skills -
Interpretation of a product specification. Exploring possible materials used for prototyping or modelling. Producing parts list and cutting list prior to making. Identifying appropriate PPE used when working with tools, machines and manufacturing methods. Time planning using flow charts, tables and Gannt charts. Recording the procedures of making a prototype or model. Evaluating the making techniques used to determine whether they have been the most appropriate. Recognising potential hazards and producing risk assessments to manage the hazards. Testing the process and outcomes during the stages of production. Evaluating at various stages of the making process so that potential outcome will be fit for purpose. Safe use of hand and machine tools.
TOPIC 1
Engineering Y10 R106
Content -
This unit will enable learners to perform effective product analysis. They will research existing solutions and assess the development of engineered products. Learners will develop dextrous skills and gain practical experience of product assembly and disassembly to appreciate manufacturing processes, design features and materials used. This unit develops learner’s creativity and critical analysis through an understanding of the principles behind good design. They will consider what makes a good product sell by analysing existing solutions. On completion of this unit, learners will understand how to perform effective product analysis and evaluation through research and product assembly and disassembly procedures to appreciate product design features.
Skills -
Know how commercial production methods, quality and legislation impact on the design products. Understand scale of production and the impact this has on a product. The impact of the manufacturing process product design. Considerations for product end of life. Reusing products and components. The importance of conforming to legislation, quality and safety standards. Be able to research existing products. Use research methods to inform product analysis. Understand strengths and weaknesses of a existing products. Use of methods to summarise research outcomes. Have the ability to analyse an existing product through disassembly. Be able to use sources and procedures for disassembly. Use appropriate tools and instruments during disassembly procedures. Be able to analyse an existing product through disassembly. Understand how to complete a practical disassembly activity.
TOPIC 2
Engineering Y10 R107
Content -
This unit develops techniques in generation, concept development and the communication of design ideas using hand rendering and computer-based presentation techniques including computer aided design software. Learners will generate design ideas using a mixture of detailed hand rendering and computerbased presentation techniques including computer aided design in 2 and 3 dimensions. Learners will gain skills in annotation and labelling techniques, such as showing key features, functions, dimensions, materials, construction/manufacture methods. On completion of this unit, learners will have developed knowledge and understanding of how to communicate design ideas through hand rendering and computer-based techniques
Skills -
Student will be able to generate design proposal using a range of techniques. They will develop hand drawing techniques using sketching. Acquire the skill of sketching in 2D and 3D. Bea able to use different 2D views. Present 3D sketches in isometric, oblique, one-point perspective and two-point perspective. Rendering using shade tone and texture to present ideas. Annotation and labelling to help communicate ideas and concepts. The use of ICT software to enhance, enrich and modify design proposals. Know how to develop designs using engineering drawings and annotation. 3d engineering drawing such as orthographic projection, isometric and oblique. Engineering drawings will also include the use of scale, tolerance and dimensions as well as show assemblies and exploded views. How to present engineering drawings in Computer Aided Design (CAD). Develop CAD drawings in 3D from sketch based drawing and solid modelling. They will be able to assemble the individual parts. Show alternative ideas in CAD as well as exploded drawings, assembly drawings and third angle orthographic projection. Present ideas and concepts professionally so that they can be presented to an audience.
TOPIC 3

Graphics

Year 7

Graphics
Content -
Students will design and make a logo and packaging for a new chocolate bar. They will use a mood board to inform/inspire their design and, once designed, transfer their design to Photoshop. Students will also learn basic graphic skills, in order to help them understand graphic communication.
Skills -
Mood boards

Product analysis

Specifications

Designing

Annotation

Typography experimentation

Net construction

Evaluation & reflection

TOPIC 1

Year 8

Graphics
Content -
Students will design and make a Paper Dude character of their choice. They will use a mood board to inform their design and, once designed, transfer their design to Photoshop. Students will also learn basic Electronics, in order to add a light to their Paper Dude.
Skills -
Mood boards

Designing

Rendering

Soldering

Photoshop

Net construction

Reflection & evaluation

TOPIC 1

Year 9

Graphics
Content -
Students will design and make a logo and promotional items for a festival of their choice. They will gather research to inform their designs and, once designed, use a range of CAD packages to create their logo and promotional items using ICT. Students will also learn about the key components of graphic design.
Skills -
Research

Colour exploration

Typography exploration

Product analysis

Designing

Rendering

2D design

Photoshop

Evaluation & reflection

TOPIC 1

Year 10 And Year 11 (KS4)

Key Strands

Component 1: Portfolio 60%

Each student must select and present a portfolio representative of their Graphics work.

The portfolio must include both:

  • A sustained project developed in response to a subject, theme, task or brief evidencing the journey from initial engagement with an idea(s) to the realisation of intentions. 
  • A selection of further work resulting from activities such as trials and experiments; skills-based workshops; mini and/or foundation projects; responses to gallery, museum or site visits; work placements; independent study and evidence of the student’s specific role in any group work undertaken.

AQA will provide a separate externally set assignment, with seven different starting points. Students must select and respond to one starting point.

The externally set assignment provides students with the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding in response to their selected starting point.

Component 2: Externally Set Assignment 40%

Year 10

Project 1 In the News
Content -
Students are the given the theme of ‘In the news’. This theme can then be taken in any direction they choose but will be guided by the teacher. Students research given artists and produce samples, explorative work and annotation. Using their theme and the artists as inspiration, students will design and make their own graphical outcome.
Skills -
Within the context of graphic communication, students must demonstrate the ability to:

• use graphic communication techniques and processes, appropriate to students’ personal intentions,

for example:

typography

illustration

digital and/or non-digital photography

hand rendered working methods

digital working methods

• use media and materials, as appropriate to students’ personal intentions,

for example:

pencil, pen and ink, pen and wash, crayon, and other graphic media

watercolour, gouache and acrylic paint

layout materials

digital media

printmaking

mixed media.

TOPIC 1
Project 2 TBC
Content -
Students are the given a project theme. This theme can then be taken in any direction they choose but will be guided by the teacher.

Students research given artists and produce samples, explorative work and annotation.

Using their theme and the artists as inspiration, students will design and make their own graphical outcome
Skills -
Within the context of graphic communication, students must demonstrate the ability to:

• use graphic communication techniques and processes, appropriate to students’ personal intentions,

for example:

typography

illustration

digital and/or non-digital photography

hand rendered working methods

digital working methods

• use media and materials, as appropriate to students’ personal intentions,

for example:

pencil, pen and ink, pen and wash, crayon, and other graphic media

watercolour, gouache and acrylic paint

layout materials

digital media

printmaking

mixed media.

TOPIC 2

Year 11

Project 3 TBC
Content -
Students are the given a project theme. This theme can then be taken in any direction they choose but will be guided by the teacher.

Students research given artists and produce samples, explorative work and annotation.

Using their theme and the artists as inspiration, students will design and make their own graphical outcome
Skills -
Within the context of graphic communication, students must demonstrate the ability to:

• use graphic communication techniques and processes, appropriate to students’ personal intentions,

for example:

typography

illustration

digital and/or non-digital photography

hand rendered working methods

digital working methods

• use media and materials, as appropriate to students’ personal intentions,

for example:

pencil, pen and ink, pen and wash, crayon, and other graphic media

watercolour, gouache and acrylic paint

layout materials

digital media

printmaking

mixed media.

TOPIC 1
Externally Set Assignment
Content -
Students pick an AQA externally set assignment from a choice of seven. This theme can then be taken in any direction they choose but will be guided by the teacher.

Students research given artists and produce samples, explorative work and annotation.

Using their theme and the artists as inspiration, students will design and make their own graphical outcome. This will be completed mainly in a 10 hour supervised but un-aided exam.
Skills -
Within the context of graphic communication, students must demonstrate the ability to:

• use graphic communication techniques and processes, appropriate to students’ personal intentions,

for example:

typography

illustration

digital and/or non-digital photography

hand rendered working methods

digital working methods

• use media and materials, as appropriate to students’ personal intentions,

for example:

pencil, pen and ink, pen and wash, crayon, and other graphic media

watercolour, gouache and acrylic paint

layout materials

digital media

printmaking

mixed media.

TOPIC 2

Textiles

Year 7

Textiles
Content -
Students will design and make an Ugly Doll from fabric of their choice. They will learn how to use basic hand equipment correctly and safely. They will be introduced to surface decoration by learning how to do hand applique, embroidery and sewing components on like sequins. They will develop pattern making and cutting skills. They will learn about the sewing machine and how to sew a straight stitch and finally how to stuff an item to make it 3D and finish it off.
Skills -
Hand Embroidery

Hand Applique

Button & Sequin Attachment

Designing

Annotation

Use of the sewing machine

Tacking

Slip stitching

Evaluation & reflection

TOPIC 1

Year 8

Textiles
Content -
Students will design and make a cushion. They will use sweet wrapper resources as a starting point to produce sketches based on pattern and text. They will sample techniques such as batik, reverse applique and embroidery and will then use them decorate their product. Students will also learn basic colour into fabric techniques, machine applique, finishing processes and will develop sewing machine skills.
Skills -
Observational drawing

Batik

Hand embroidery

Machine appliques

Designing

Annotation

Hemming

Use of the sewing machine

Tacking

Evaluation & reflection

TOPIC 1

Year 9

Textiles
Content -
Students will design and make a bag inspired by African Art and the work of Jules McKeown, the pattern social. They will learn about repeat patterns, mark making, different printing methods and how to do hand patchwork. They will then go on to design and make a bag using the skills they have learnt.
Skills -
Observational drawing

Mood boards

Styrofoam printing

Block printing

Hand patchwork

Designing

Annotation

Hemming

Use of the sewing machine

Tacking

Evaluation & reflection

TOPIC 1

Year 10 And Year 11 (KS4)

Key Strands

Component 1: Portfolio 60%

Each student must select and present a portfolio representative of their Textile work.

The portfolio must include both:

  • A sustained project developed in response to a subject, theme, task or brief evidencing the journey from initial engagement with an idea(s) to the realisation of intentions. 
  • A selection of further work resulting from activities such as trials and experiments; skills-based workshops; mini and/or foundation projects; responses to gallery, museum or site visits; work placements; independent study and evidence of the student’s specific role in any group work undertaken.

AQA will provide a separate externally set assignment, with seven different starting points. Students must select and respond to one starting point.

The externally set assignment provides students with the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding in response to their selected starting point.

Component 2: Externally Set Assignment 40%

Year 10

Project 1 In the News
Content -
Students are the given the theme of ‘In the news’. This theme can then be taken in any direction they choose but will be guided by the teacher. Students research given artists and produce samples, explorative work and annotation. Using their theme and the artists as inspiration, students will design and make their own graphical outcome.
Skills -
Within the context of textile design, students must demonstrate the ability to: • use textile design techniques and processes, appropriate to students’ personal intentions,
for example:
weaving
felting
stitching
appliqué
construction methods
printing.
• use media and materials, as appropriate to students’ personal intentions,
for example:
inks
yarns
threads
fibres
fabrics
textile materials
digital imagery.
TOPIC 1
Project 2 Structures
Content -
Students are the given the theme of ‘Structures’. This theme can then be taken in any direction they choose but will be guided by the teacher. Students research given artists and produce samples, explorative work and annotation. Using their theme and the artists as inspiration, students will design and make their own textile outcome.
Skills -
Within the context of textile design, students must demonstrate the ability to: • use textile design techniques and processes, appropriate to students’ personal intentions,
for example:
weaving
felting
stitching
appliqué
construction methods
printing.
• use media and materials, as appropriate to students’ personal intentions,
for example:
inks
yarns
threads
fibres
fabrics
textile materials
digital imagery.
TOPIC 2

Year 11

Project 3 Under the Sea
Content -
Students are the given the theme of ‘Under the Sea’. This theme can then be taken in any direction they choose but will be guided by the teacher. Students research given artists and produce samples, explorative work and annotation. Using their theme and the artists as inspiration, students will design and make their own textile outcome.
Skills -
Within the context of textile design, students must demonstrate the ability to: • use textile design techniques and processes, appropriate to students’ personal intentions,
for example:
weaving
felting
stitching
appliqué
construction methods
printing.
• use media and materials, as appropriate to students’ personal intentions,
for example:
inks
yarns
threads
fibres
fabrics
textile materials
digital imagery.
TOPIC 1
Externally Set Assignment
Content -
Students pick an AQA externally set assignment from a choice of seven. This theme can then be taken in any direction they choose but will be guided by the teacher. Students research given artists and produce samples, explorative work and annotation. Using their theme and the artists as inspiration, students will design and make their own textile outcome. This will be completed mainly in a 10 hour supervised but un-aided exam.
Skills -
Within the context of textile design, students must demonstrate the ability to: • use textile design techniques and processes, appropriate to students’ personal intentions,
for example:
weaving
felting
stitching
appliqué
construction methods
printing.
• use media and materials, as appropriate to students’ personal intentions,
for example:
inks
yarns
threads
fibres
fabrics
textile materials
digital imagery.
TOPIC 2

Hospitality & Catering (Ks4)

Year 10 And Year 11

Key Strands

Unit 1 The Hospitality and Catering Industry

The applied purpose of this unit is for learners to use their knowledge and understanding of the hospitality and catering industry in order to propose new hospitality and catering provision to meet specific needs. Pupils will sit an external exam at the end of Year 10. This unit is worth 40% of the overall grade.

The applied purpose of this unit is for learners to safely plan, prepare, cook and present nutritional dishes. Pupils will complete this internal through a controlled assessment which includes a 3-hour practical exam. This unit is worth 60% of the overall grade.

Unit 2 Hospitality and Catering in Action

Year 10

LO1
Content -
Understand the environment in which hospitality and catering providers operate
Skills -
AC1.1 describe the structure of the hospitality and catering industry

AC1.2 analyse job requirements within the hospitality and catering industry

AC1.3 describe working conditions of different job roles across the hospitality and catering industry

AC1.4 explain factors affecting the success of hospitality and catering providers

TOPIC 1
L02
Content -
Understand how hospitality and catering provision operates
Skills -
AC2.1 describe the operation of the kitchen

AC2.2 describe the operation of front of house

AC2.3 explain how hospitality and catering provision meet customer requirements

TOPIC 2
L03
Content -
Understand how hospitality and catering provision meets health and safety requirements
Skills -
AC3.1 describe personal safety responsibilities in the workplace

AC3.2 identify risks to personal safety in hospitality and catering

AC3.3 recommend personal safety control measures for hospitality and catering provision

TOPIC 3
L04
Content -
Know how food can cause ill health
Skills -
AC4.1 describe food related causes of ill health

AC4.2 describe the role and responsibilities of the Environmental Health Officer (EHO)

AC4.3 describe food safety legislation

AC4.4 describe common types of food poisoning

AC4.5 describe the symptoms of food induced ill health

TOPIC 4
L05
Content -
Be able to propose a hospitality and catering provision to meet specific requirements
Skills -
AC5.1 review options for hospitality and catering provision

AC5.2 recommend options for hospitality provision

TOPIC 5

Year 11

LO1
Content -
understand the importance of nutrition when planning menus
Skills -
AC1.1 describe functions of nutrients in the human body

AC1.2 compare nutritional needs of specific groups

AC1.3 explain characteristics of unsatisfactory nutritional intake

AC1.4 explain how cooking methods impact on nutritional value

TOPIC 1
L02
Content -
understand menu planning
Skills -
AC2.1 explain factors to consider when proposing dishes for menus

AC2.2 explain how dishes on a menu address environmental issues

AC2.3 explain how menu dishes meet customer needs

AC2.4 plan production of dishes for a menu

TOPIC 2
L03
Content -
Be able to cook dishes


Skills -
AC3.1 use techniques in preparation of commodities

AC3.2 assure quality of commodities to be used in food preparation

AC3.3 use techniques in cooking of commodities

AC3.4 complete dishes using presentation techniques

AC3.5 use food safety practices

Preparation Techniques
Weighing and measuring
Chopping
Shaping
Peeling
Whisking
Melting
Rub-in
Sieving
Segmenting
Slicing
Hydrating
Blending

Cooking Techniques
Boiling
Blanching
Poaching
Braising
Steaming
Baking
Roasting
Grilling(griddling)
Frying
Chilling
Cooling
Hot holding
Presentation Techniques
Portion control
Position on serving dish
Garnish
Creativity

TOPIC 3

Year 11