Design And Technology

Intent

Practical skills learned in the subject areas will be applied in students daily lives as well as their future

Implementation

During Key stage 3, students will learn about how to use equipment safely to prepare healthy meals on a budget while at Notre Dame. Students will be made aware of how to make more environmentally friendly choices when purchasing ingredients to cook meals. They will also acquire the knowledge of what to look for when buying, storing and cooking foods correctly to prevent incidents of food poisoning.

Students will acquire knowledge to enable them to select and care for textiles items, such as clothing and household soft furnishings, so they will remain in good condition for longer. They will also have the basic skills to be able to carry out simple repairs, including sewing on buttons securely on a garment.

As a department, we will promote the use of numeracy and literacy skills in a practical and functional way; for example, weighing and measuring of ingredients for recipes and measuring length and carrying out simple calculations when making patterns for size and shape of artefacts. We also teach different styles of presenting information for a variety of purposes.

The Key Stage 4 courses will lay the foundation for further skills and knowledge related to career pathways, if students so wish to follow them, or impart knowledge and understanding of higher level life skills that can influence their decision making in the future.

Impact

Students will be equipped with the relevant knowledge and understanding necessary to make informed decisions about food and textiles issues and have a greater awareness of the responsibilities necessary to care for individuals within their family and community.
Students will be able to link theory-based knowledge with practical-based skills in order to promote healthy eating for a sustainable lifestyle.
Students will be able to appreciate cultural differences and similarities relating to food security and choices including the social, cultural and economic impact on health within our school and wider community.
Students will be able to challenge certain behaviour regarding health and food choice.
Students will be hard working, independent thinkers who are motivated to achieve their full potential.

Curriculum Maps

KS3 Food & KS4 Hospitality and Catering

Hospitality and Catering Curriculum Map

KS3 & KS4 Textiles

Textiles Curriculum Map

Child Development

Click Here to open PDF

The Department

There are two main areas within the department; the Food Technology room, and the Textiles room. Both rooms are purpose built and well resourced. A computer suite connects the two rooms and can be utilised when needed.

Design and technology is taught to all pupils in year 7 to 9. Pupils work in each material area on a rotation basis.

Topics covered in the Key stage 3 Curriculum

Year 7 Food

Safety & Hygiene.
Equipment and their uses.
Knives & their uses.
Nutrition- Dietary Guidelines.
The cooker – Heat transfer.
Cooking using dry and moist heat.
Food poisoning and how to prevent it.
Make products using the skills and knowledge they have learned.

YEAR 7 Textiles

Safety in the textiles room.
Equipment and their uses.
The sewing machine.
Sewing practice – Tacking, sewing on a button .
Construction – How to sew a plain seam; insert a zip.
Embellishment techniques: such as Applique’; hand embroidery.

Year 8 Food

Recap Safety & Hygiene.
Recap Equipment.
Nutrition – Eatwell Guide. Why do we need to eat food?
Cooking methods and how they change foods.
Sauce making.
Cereals and the products made with them.
How to prepare healthy meals. ‘The Right Combination.’

Year 8 Textiles

Recap Safety in the Textiles room.
Recap Equipment.
Recap safe use of the sewing machine.
Learn about Multi-media techniques that can be used to create the design for the front of a cushion: Printing; stencilling; fabric crayon; paints.
Use embellishment techniques such as beading; sequins; buttons and applique’.
Apply all the knowledge and skills learned to make a cushion cover and cushion, which will also have recycled materials and fabrics.

Year 9 Food

Food hygiene & Safety.
Equipment & Uses.
Nutrition – The nutritional needs of individuals.
Healthy Eating – Fibre; Fat; Sugar and Salt.
Cooking with yeast
Cooking Methods – Baked Products.
Pastry making – Shortcrust and Filo.

Year 9 Textiles

Recap Safety in the Textiles room.
Higher level sewing skills.
Exploring ways to put pattern on fabric, using resist methods and dyeing to apply colour.
Fabric made into an Indian Banjara bag / purse; traditionally hand finished.
Design advertising logo / label incorporating their fashion design label.

At the end of key stage 3 pupils are able to opt for various subjects to study at key stage 4. These include: Hospitality & Catering; Art & Design Textiles Design; Cambridge National in Health & Social Care and Child development.

Key Stage 4

Hospitality & Catering

This is a vocational course and students will obtain a Pass at Level 1; Pass; Merit or Distinction at Level 2 at the end of this course.

The following areas are studied:

Unit 1 -The Hospitality & Catering Industry

The Hospitality and catering industry.
Jobs within the industry.
How the hospitality & catering industry operates.
Health & safety requirements in the workplace.
How foods can cause ill health; such as allergies and intolerances.
Food safety legislation.
To be able to propose hospitality & catering provision to meet customer needs.

Unit 2 - Hospitality & Catering in action

Nutrients.
Nutritional needs of specific groups of people and the effects of deficiencies in the body.
The impact of cooking methods on the nutritive value of food.
Meal Planning.
Environmental issues and menu planning.
Menu planning and meeting customer needs.
The production of dishes for a menu.
Commodities; such as Eggs; Flour; Fish.
Techniques used for the preparation of commodities.
Cooking methods.
Presentation techniques.

Cambridge National in Child development

The course is made up of three units of work. One externally assessed and two internally assessed units. Students will obtain a Pass; Merit or Distinction at Level 1 or 2, at the end of this course.

Unit RO18 – Health & Well-being for Child development

This is externally assessed and has the following content.

Reproduction and the roles and responsibilities of parenthood.
Antenatal care and preparation for birth.
Postnatal checks postnatal provision and conditions for development.
How to recognise, manage and prevent childhood illnesses.
Know about child safety.

Unit RO19 – Understand the equipment and nutritional needs of children from birth to 5 years

Understand the key factors when choosing equipment for babies, birth to 12 months.
Understand the key factors when choosing equipment for children from one to five years.
Know the nutritional guidelines and requirements for children birth to five years.
Able to investigate and develop solutions for children from birth to five years.

Unit RO20 – Understand the development of a child from birth to five years

Understand the physical, intellectual and social developmental norms from birth to five years.
The benefits of learning through play.
Planning of different play activities for a chosen development area with a child from birth to five years.
How to carry out and evaluate different play activities for a chosen developmental area with a child from birth to five years.

Cambridge National Health & Social Care

The course consists of two units of work. Students will obtain Pass; Merit or Distinction at level 1 or 2 at the end of this course.

Unit RO21 - Essential Values of care for use with individuals in care settings

RO21 It is an externally assessed unit, as a written exam paper.

How to support individuals to maintain their rights.
The importance of the values of care and how they are applied.
How legislation impacts on care settings.
How personal hygiene, safety and security measures protect individuals.

Unit RO22 – Communicating and working with individuals in Health, Social Care and Early years settings

RO22 It is an internally assessed unit and involves producing a portfolio of evidence that meet assessment criteria.

How to communicate effectively.
The personal qualities that contribute to effective care.
Be able to communicate effectively within a health, social care and early years setting.

Art & Design- Textiles Design

The course consists of two components:

Component 1 is a portfolio of practical work, worth 60% of the final exam marks, that is internally set and assessed, to meet the following assessment objectives:

AO1 – Develop ideas through research

Themed mind map.
Mood board.
Evaluation of work inspired by designers.
Observational drawings.

AO2 – Refine work by experimenting.

Experiment with a range of different textiles techniques.
Produce samples for each piece of research conducted and make links between them.

AO3 – Record ideas using observational drawings and explanations

Produce observation drawings.
Produce design pages.
Evaluate samples and design ideas.

AO4 – Present a final piece.

Component 2 is the externally set task, which is assessed using the same criteria and is worth 40% of the final exam marks.

Students will be awarded a GCSE grade 1-9 at the end of this course.