{"id":24223,"date":"2026-08-12T15:38:39","date_gmt":"2026-08-12T14:38:39","guid":{"rendered":"https:\/\/jorichardson.creativeschools.co.uk\/?page_id=24223"},"modified":"2026-08-12T16:54:37","modified_gmt":"2026-08-12T15:54:37","slug":"design-and-technology","status":"publish","type":"page","link":"https:\/\/jorichardson.creativeschools.co.uk\/index.php\/learning\/subjects\/design-and-technology\/","title":{"rendered":"Design and Technology"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\">Aims and Objectives<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>To continually develop staff skills to provide and deliver a modern diverse curriculum.<\/li>\n\n\n\n<li>To foster high aspirations for all students supporting them to achieve their highest possible grade<\/li>\n\n\n\n<li>To create an environment where there is an emphasis on success and potential, and where all individuals and their achievements are recognised.<\/li>\n\n\n\n<li>To develop a broad and balanced curriculum which incorporates a wide range of learning experiences and reflects the needs of the society.<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\">Curriculum<\/h2>\n\n\n\n<div class=\"wp-block-pb-accordion-item c-accordion__item js-accordion-item no-js\" data-initially-open=\"false\" data-click-to-close=\"true\" data-auto-close=\"true\" data-scroll=\"false\" data-scroll-offset=\"0\"><h2 id=\"at-242230\" class=\"c-accordion__title js-accordion-controller\" role=\"button\">Key Stage 3<\/h2><div id=\"ac-242230\" class=\"c-accordion__content\">\n<p class=\"wp-block-paragraph\">Our KS3 curriculum works on a carousel so that students get to experience DT and food and YR7, DT, food and textiles at year 8 and DT, food, textiles and the built environment at YR9. All of our KS3 projects have been mapped against the National curriculum and KS4 specifications. This has allowed us to ensure that students are learning the core principles that they will need to take the subject further.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">At year 7 we are very much focused on building the students core skills around the reasons why we design, core workshop induction as well as an introduction into food and nutritional as well as students being able to cook for themselves.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">At year 8 the focus is around building independence in all students by revisiting the core foundations developed throughout year 7 and allowing students to build on the skills. Projects such as the box project allows students to develop a greater understanding as to how products are assembled and the crossover of core subjects as maths and science. We also have a curriculum that allows students to develop their skills around CAD &amp; CAM as well as smart and modern technology in the introduction of applied surface decoration within textiles<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">At Year 9 we move the focus to what students would expect if they were to pursue the subject at GCSE. We have introduced a fourth project at year 9 which allows students to develop the built environment which give students an insight in to careers in architecture and engineering as it explores structures and their relationship in the world we live. There is more emphasis around food science at year 9 and students are expected to understand more as to the impact of different ingredients within recipes and consumers groups.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">All KS3 groups will rotate through 3 projects a year project 1<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Project 1: Autumn Term<\/strong>&nbsp;6<\/li>\n\n\n\n<li><strong>Project 2: Spring Term<\/strong><\/li>\n\n\n\n<li><strong>Project 3: Summer Term<\/strong><\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">Year 7 &amp; 8 &#8211; 1.5 hours each week<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Year 7<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>DT: Clock<\/li>\n\n\n\n<li>DT: Magnet<\/li>\n\n\n\n<li>Food: Food introduction<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Year 8<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>DT: Storage box<\/li>\n\n\n\n<li>Textiles: Cushion<\/li>\n\n\n\n<li>Food: Food and nutrition<\/li>\n<\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">Year 9 &#8211; 2 hours each week<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>DT: Desk Tidy<\/li>\n\n\n\n<li>Textiles: Cushion<\/li>\n\n\n\n<li>Food: Food provenance<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>R2W<\/strong>&nbsp;in Design and Technology embeds a successful whole school initiative to improve students\u2019 extended writing skills. In D&amp;T, Years 7, 8 &amp; 9 complete detailed evaluations for all project. Further emphasis is placed on the R2W evaluations, encouraging students in Year 8 &amp; 9 to complete this to an average GCSE standard.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">KS3 homework tasks improve home learning for students. Homework tasks are directly related to projects students are completing. Homework tasks are designed to extend pupils\u2019 understanding of manufacturing processes and sustainability; Sustainability is a massive initiative when developing products here and now.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Homework tasks will be task marked accordingly. Students will be given an effort grade (Excellent, Good, Satisfactory, cause for concern and Poor).<\/p>\n\n\n\n<div class=\"wp-block-file\"><a id=\"wp-block-file--media-67d5f5af-a1d9-4fa5-acba-5337635f8eee\" href=\"https:\/\/jorichardson.creativeschools.co.uk\/wp-content\/uploads\/2026\/08\/KS3-Technology-Curriculum-Overview.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">KS3 Technology Curriculum Overview<\/a><\/div>\n<\/div><\/div>\n\n\n\n<div class=\"wp-block-pb-accordion-item c-accordion__item js-accordion-item no-js\" data-initially-open=\"false\" data-click-to-close=\"true\" data-auto-close=\"true\" data-scroll=\"false\" data-scroll-offset=\"0\"><h2 id=\"at-242231\" class=\"c-accordion__title js-accordion-controller\" role=\"button\">Key Stage 4<\/h2><div id=\"ac-242231\" class=\"c-accordion__content\">\n<h3 class=\"wp-block-heading\">We offer courses in the following:<\/h3>\n\n\n\n<ul class=\"wp-block-list\">\n<li>GCSE AQA\u00a0Design and Technology<\/li>\n\n\n\n<li>BTEC First Award in Construction and the Built Environment \u2013 Last award 2023<\/li>\n\n\n\n<li>EDUCAS Level 1\/ 2 Construction and the Built Environment \u2013 First award 2024<\/li>\n\n\n\n<li>CNAT Engineering design<\/li>\n\n\n\n<li>GCSE Eduqas Food Preparation and Nutrition<\/li>\n\n\n\n<li>WJEC: Level 1&amp;2 Hospitality and catering<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h3 class=\"wp-block-heading\">Level 1 \/ 2 BTEC First Award in Construction and the Built Environment<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Exam Board: Edexcel<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The BTEC First Award in Construction is a work-related qualification reflecting the knowledge, skills and understanding required in all aspects of the construction sector.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The course provides education and training in craft, technical and operative areas that are directly relevant to the changing needs of construction employees, employers and professions and an understanding of the key issues of sustainability and health, safety and welfare in the construction industry.&nbsp; Students will develop a range of skills and techniques, personal qualities and attitudes essential for successful performance in working life.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The course combines both theory and practical lessons and also will incorporate study through texts, discussion, and off-site visits and homework.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Key Stage 4 BTEC Homework tasks will be completed in the Spring and Summer term in Year 10 and Autumn and Spring term in Year 11. Students will complete tasks every fortnight to extend knowledge and understanding of key topics that will aid in achieving the best outcome in their externally assessed Unit test.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>The course consists of 4 UNITS in total<\/strong><\/h4>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>3 CORE Units<br><\/strong><strong>Unit 1<\/strong>&nbsp;\u2013 Construction Technology \u2013 Written externally assessed test. This will be a written 1hr test. Students that fail to pass this will not achieve the Full GCSE equivalent for this course.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Unit 2<\/strong>&nbsp;\u2013 Scientific and Mathematical applications for Construction<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Unit 3&nbsp;<\/strong>\u2013 Construction and &nbsp;Design<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>1 Specialist Unit<br><\/strong><strong>Unit 7<\/strong>&nbsp;\u2013 Introductory elements of Painting and Decorating.<\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h3 class=\"wp-block-heading\">LEVEL 1\/2 CONSTRUCTION AND THE BUILT ENVIRONMENT (TECHNICAL AWARD) \u00a0<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>EXAM BOARD: EDUQAS<\/strong><br><strong>FULL COURSE<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>First&nbsp;<\/strong><strong>award 2024<\/strong><strong>&nbsp;(YR10)<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The Vocational Award in Construction and the Built Environment (Technical Award) has been designed to support learners in schools who want to learn about this vocational sector and the potential it can offer them for their careers or further study. It is most suitable as a foundation for further study. This further study would provide learners with the opportunity to develop a range of specialist and general skills that would support their progression to employment.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>SKILLS STUDENTS WILL HAVE THE OPPORTUNITY TO DEVELOP INCLUDE<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">This course allows students to&nbsp;communicate and consult a client brief to develop a viable construction plan demostarting the appropriate trades and skills. Students will learn how the read and intruprt plans for a range of construction projects. By the end of the course students will gain clear insight in to the range of career paths within the construction industry.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>CONTROLLED ASSESSMENT&nbsp;UNITS<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Unit 1: Introduction to the Built Environment (Exam)<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The unit introduces learners to the built environment and provides them with the opportunity to develop skills, knowledge and understanding in identifying, explaining and evaluating different ideas and concepts of the built environment. Learners will explore a range of profession and trade roles, and some of the different structures and buildings of the built environment.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Unit 2: Designing the Built Environment (Controlled assessment)<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The unit offers learners the opportunity to develop skills, knowledge and understanding of the design of the built environment, including exploring what is needed to interpret and produce drafts, drawings, and models of design plans.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Unit 3:&nbsp;<\/strong><strong>Constructing the Built Environmen<\/strong><strong>t&nbsp;<\/strong><strong>(Controlled assessment)<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The unit offers learners the opportunity to develop skills, knowledge and understanding of three construction trade areas of the built environment, including planning, undertaking and evaluating construction tasks.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>ASSESSMENT<\/strong>\u200b<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>60% Controlled assessment \u200b<\/li>\n\n\n\n<li>40% Final exam\u200b<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h3 class=\"wp-block-heading\">CAMBRIDGE NATIONAL: ENGINEERING\u00a0DESIGN\u00a0<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>EXAM BOARD: OCR<\/strong><br><strong>FULL COURSE<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Last&nbsp;<\/strong><strong>award 2023<\/strong><strong>&nbsp;(yr11 only)<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Engineering design is a process used to identify market opportunities and solve problems which contribute to the development of new products and systems. This qualification is aimed at 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.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>SKILLS STUDENTS WILL HAVE THE OPPORTUNITY TO DEVELOP INCLUDE<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">This course allows students to&nbsp;communicate and consult with a client to develop a viable and innovative product. Students 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, students will be able to&nbsp;evaluate the prototype, making a comparable outcome against specification points, and assess possible, practical solutions and improvements to their prototype design<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Modules to be covered<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">R105: Design briefs, design specifications and user requirements<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Learning Outcome 1: Understand the design cycle and the relationship between design briefs and design specifications<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Learning Outcome 2: Understand the requirements of design specifications for the development of a new product<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Learning Outcome 3: Know about the wider influences on the design of new products<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>CONTROLLED ASSESSMENT&nbsp;UNITS<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>R106: Product analysis and research\u200b<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Learning Outcome 1: Know how commercial production methods, quality and legislation impact on the design of products and components<\/li>\n\n\n\n<li>Learning Outcome 2: Be able to research existing products<\/li>\n\n\n\n<li>Learning Outcome 3: Be able to analyse an existing product through disassembly<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>R107: Developing and presenting engineering designs\u200b<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Learning Outcome 1: Be able to generate design proposals using a range of techniques<\/li>\n\n\n\n<li>Learning Outcome 2: Know how to develop designs using engineering drawing techniques and annotation<\/li>\n\n\n\n<li>Learning Outcome 3: Be able to use Computer Aided Design (CAD) software and techniques to produce and communicate design proposals<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>R108: 3D design&nbsp;realisation\u200b<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Learning Outcome 1: Know how to plan the making of a prototype<\/li>\n\n\n\n<li>Learning Outcome 2: Understand safe working practices used when making a prototype<\/li>\n\n\n\n<li>Learning Outcome 3: Be able to produce a prototype<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Learning Outcome 4: Be able to evaluate the success of a prototype<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>ASSESSMENT<\/strong>\u200b<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>75% coursework\u200b<\/li>\n\n\n\n<li>25% Final exam\u200b<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h3 class=\"wp-block-heading\">CAMBRIDGE NATIONAL: ENGINEERING\u00a0DESIGN\u00a0<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>EXAM BOARD: OCR<\/strong><br><strong>FULL COURSE<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>First&nbsp;<\/strong><strong>award 202<\/strong><strong>4&nbsp; (YR10)<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Engineering design is a process used to identify market opportunities and solve problems which contribute to the development of new products and systems. This qualification is aimed at 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.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>SKILLS STUDENTS WILL HAVE THE OPPORTUNITY TO DEVELOP INCLUDE<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">This course allows students to&nbsp;communicate and consult with a client to develop a viable and innovative product. Students 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, students will be able to&nbsp;evaluate the prototype, making a comparable outcome against specification points, and assess possible, practical solutions and improvements to their prototype design<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Modules to be covered<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">R105: Design briefs, design specifications and user requirements<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Learning Outcome 1: Understand the design cycle and the relationship between design briefs and design specifications<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Learning Outcome 2: Understand the requirements of design specifications for the development of a new product<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Learning Outcome 3: Know about the wider influences on the design of new products<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>CONTROLLED ASSESSMENT&nbsp;UNITS<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>R106: Product analysis and research\u200b<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Learning Outcome 1: Know how commercial production methods, quality and legislation impact on the design of products and components<\/li>\n\n\n\n<li>Learning Outcome 2: Be able to research existing products<\/li>\n\n\n\n<li>Learning Outcome 3: Be able to analyse an existing product through disassembly<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>R107: Developing and presenting engineering designs\u200b<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Learning Outcome 1: Be able to generate design proposals using a range of techniques<\/li>\n\n\n\n<li>Learning Outcome 2: Know how to develop designs using engineering drawing techniques and annotation<\/li>\n\n\n\n<li>Learning Outcome 3: Be able to use Computer Aided Design (CAD) software and techniques to produce and communicate design proposals<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>R108: 3D design&nbsp;realisation\u200b<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Learning Outcome 1: Know how to plan the making of a prototype<\/li>\n\n\n\n<li>Learning Outcome 2: Understand safe working practices used when making a prototype<\/li>\n\n\n\n<li>Learning Outcome 3: Be able to produce a prototype<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Learning Outcome 4: Be able to evaluate the success of a prototype<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>ASSESSMENT<\/strong>\u200b<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>75% coursework\u200b<\/li>\n\n\n\n<li>25% Final exam\u200b<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h3 class=\"wp-block-heading\">GCSE DESIGN &amp; TECHNOLOGY<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>EXAM BOARD: AQA<\/strong><br><strong>FULL COURSE<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">This course is largely workshop based. It is designed for students who enjoy using the workshop and completing practical work using the design process. It enables students to demonstrate their design and technology capability through problem solving, which requires them to combine skills with knowledge and understanding in order to design and make quality products. There is also design work that is carried out in folders completed in and out of lesson time.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Moduels&nbsp;to be covered:<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">In order to make effective design choices students will need a breadth of core technical knowledge and understanding that consists of:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>new and emerging technologies<\/li>\n\n\n\n<li>energy generation and storage<\/li>\n\n\n\n<li>developments in new materials<\/li>\n\n\n\n<li>systems approach to designing<\/li>\n\n\n\n<li>mechanical devices<\/li>\n\n\n\n<li>materials and their working properties.<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>SKILLS STUDENTS WILL HAVE THE OPPORTUNITY TO DEVELOP INCLUDE:&nbsp;<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The ability to use graphic techniques and ICT, including CAD (Computer-Aided Design) and CAM (Computer-Aided Manufacture) to generate, develop, model and communicate design proposals; the ability to use tools and equipment safely, accurately and efficiently to achieve appropriate and reliable functioning three dimensional products that match their specifications; the ability to choose from a range of industrial applications when working with familiar materials and processes.&nbsp; The ability to analyse and work independently focus on the imagination, innovation and flair of designing and making.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>CONTROLLED ASSESSMENT&nbsp;UNITS<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>AO1&nbsp;<\/strong><strong>\u2013<\/strong><strong>&nbsp;Identify, investigate&nbsp;&amp; Outline design&nbsp;possibilities<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Identifying\u00a0&amp; Investigating\u00a0design possibilities<\/li>\n\n\n\n<li>Producing\u00a0a design brief and\u00a0specification<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>A02&nbsp;<\/strong><strong>\u2013<\/strong><strong>&nbsp;Design &amp; make a&nbsp;prototype that are fit for&nbsp;purpose<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Generating design\u00a0ideas<\/li>\n\n\n\n<li>Developing design\u00a0ideas<\/li>\n\n\n\n<li>Realising design\u00a0ideas<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>A03&nbsp;<\/strong><strong>\u2013<\/strong><strong>&nbsp;Analyse &amp; Evaluate<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>ASSESSMENT<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>50% coursework<\/li>\n\n\n\n<li>50% Final exam<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h3 class=\"wp-block-heading\">GCSE: FOOD PREPARATION &amp; NUTRITION<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>EXAM BOARD: EDUQAS<\/strong><br><strong>FULL COURSE<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">This course equips learners with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating. It encourages learners to cook, enables them to make informed decisions about food and nutrition and allows them to acquire knowledge to be able to feed themselves and others affordably and nutritiously, now and later in life.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">This course in food preparation and nutrition enables learners to make connections between theory and practice so that they are able to apply their understanding of food science and nutrition to practical cooking. This content relates to the study of both food and drinks. This is done through 6 areas of study:<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>Food commodities<\/li>\n\n\n\n<li>Principles of nutrition<\/li>\n\n\n\n<li>Diet and good health<\/li>\n\n\n\n<li>The science of food<\/li>\n\n\n\n<li>Where food comes from<\/li>\n\n\n\n<li>Cooking and food preparation<\/li>\n<\/ol>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>SKILLS STUDENTS WILL HAVE THE OPPORTUNITY TO DEVELOP INCLUDE:&nbsp;<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>be able to demonstrate effective and safe cooking skills by planning, preparing and cooking a variety of food commodities whilst using different cooking techniques and equipment<\/li>\n\n\n\n<li>develop knowledge and understanding of the functional properties and chemical characteristics of food as well as a sound knowledge of the nutritional content of food and drinks<\/li>\n\n\n\n<li>understand the relationship between diet, nutrition and health, including the physiological and psychological effects of poor diet and health<\/li>\n\n\n\n<li>understand the economic, environmental, ethical and socio-cultural influences on food availability, production processes, diet and health choices<\/li>\n\n\n\n<li>demonstrate knowledge and understanding of functional and nutritional properties, sensory qualities and microbiological food safety considerations when preparing, processing, storing, cooking and serving food<\/li>\n\n\n\n<li>understand and explore a range of ingredients and processes from different culinary traditions (traditional British and international) to inspire new ideas or modify existing recipes<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>CONTROLLED ASSESSMENT&nbsp;UNITS<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-table\"><table class=\"has-fixed-layout\"><tbody><tr><td class=\"has-text-align-left\" data-align=\"left\"><strong>Component 1:<\/strong>\u00a0Principles of Food Preparation and Nutrition<br>Written examination: 1 hour 45 minutes 50% of qualification<\/td><\/tr><tr><td class=\"has-text-align-left\" data-align=\"left\">This component will consist of two sections both containing compulsory questions and will assess the six areas of\u00a0content as listed in the specified GCSE content.<br><strong>Section A:<\/strong>\u00a0questions based on stimulus material.<br><strong>Section B:<\/strong>\u00a0structured, short and extended response questions to assess content related to food preparation and\u00a0nutrition.<\/td><\/tr><tr><td class=\"has-text-align-left\" data-align=\"left\"><strong>Component 2:<\/strong>\u00a0Food Preparation and Nutrition in Action<br>Non-examination assessment: internally assessed, externally moderated<br>Assessment 1: 8 hours<br>Assessment 2: 12 hours 50% of qualification<\/td><\/tr><tr><td class=\"has-text-align-left\" data-align=\"left\"><strong>Assessment 1:<\/strong>\u00a0The Food Investigation Assessment A scientific food investigation which will assess the learner\u2019s\u00a0knowledge, skills and understanding in relation to scientific principles underlying the preparation and cooking of\u00a0food. <br><strong>Assessment 2:<\/strong>\u00a0The Food Preparation Assessment Prepare, cook and present a menu which assesses the learner\u2019s\u00a0knowledge, skills and understanding in relation to the planning, preparation, cooking and presentation of food.\u00a0These assessments will be based on a choice of tasks released by WJEC annually.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>ASSESSMENT<\/strong>\u200b<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>50% coursework\u200b<\/li>\n\n\n\n<li>50% Final exam<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h3 class=\"wp-block-heading\">HOSPITALITY &amp; CATERING LEVEL 1&amp;2\u00a0\u00a0<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>EXAM BOARD: WJEC<\/strong><br><strong>FULL COURSE<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The WJEC Level 1\/2 Vocational Award in Hospitality and Catering has been designed to support learners in schools and colleges who want to learn about this vocational sector and the potential it can offer them for their careers or further study. It is most suitable as a foundation for further study. This further study would provide learners with the opportunity to develop a range of specialist and general skills that would support their progression to employment.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>SKILLS STUDENTS WILL HAVE THE OPPORTUNITY TO DEVELOP INCLUDE:&nbsp;<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>to safely prepare, cook and present nutritional dishes.<\/li>\n\n\n\n<li>to be able to draw on their learning of different types of provision and kitchen and front of house operations<\/li>\n\n\n\n<li>personal safety in their preparations.<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">responsibility for food safety in the industry<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Units to be covered&nbsp;<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong><u>Unit 1 The Hospitality and Catering Industry&nbsp;<\/u><\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">LO1: Understand the environment in which hospitality and catering providers operate<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">LO2: Understand how hospitality and catering provisions operate<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">LO3 Understand how hospitality and catering provision meets health and safety requirements<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">LO4 Know how food can cause ill health<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">LO5 Be able to propose a hospitality and catering provision to meet specific requirements<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong><u>Unit 2 Hospitality and Catering in Action<\/u><\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">LO1 understand the importance of nutrition when planning menus<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">LO2 understand menu planning<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">LO3 be able to cook dishes<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>ASSESSMENT<\/strong>\u200b<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>50% coursework\u200b<\/li>\n\n\n\n<li>50% Final exam<\/li>\n<\/ul>\n<\/div><\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\">Enrichment<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">The Design Technology department has established various opportunities for students to learn and explore beyond the learning environment in school. Across both Key Stages, students are given the opportunity within the department and as a school to further embed part of the curriculum. Trips and school activities include:<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">Chatham Dockyard Trip<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">All Year 7 students visit The Historic Dockyards in Chatham, Kent. Students participate in building Ship structures. They work in teams and decipher the weight and loading of the ship to ensure it sails smoothly. Students learn about how submarines functioned during the War; most students will get an opportunity to go through the actual HMS OCELOT submarine.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\">DT After School Club<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Technology clubs are held weekly by different members of staff within the department. Students will design, make and test different products out of normal learning times. Projects include:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Built environment<\/li>\n\n\n\n<li>Electronics club<\/li>\n\n\n\n<li>Textiles club<\/li>\n\n\n\n<li>Product design club<\/li>\n\n\n\n<li>Food and catering<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\">Marking Policy<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">At the core of our approach to marking at JRCS is task marking.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">In non-practical subjects one substantial piece of work will be task marked at least once every eight hours of teaching. Students will respond to the tasks and they will be checked by staff. In between that time students\u2019 work may be peer or self-assessed or briefly checked by staff.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">It is likely the same piece of work will be assessed for literacy. Staff will mark work using the literacy marking code:<strong>&nbsp;<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-table\"><table><tbody><tr><td class=\"has-text-align-left\" data-align=\"left\">Sp<\/td><td class=\"has-text-align-left\" data-align=\"left\">spelling mistake<\/td><\/tr><tr><td class=\"has-text-align-left\" data-align=\"left\">P<\/td><td class=\"has-text-align-left\" data-align=\"left\">punctuation mark missing or incorrectly used<\/td><\/tr><tr><td class=\"has-text-align-left\" data-align=\"left\">Voc<\/td><td class=\"has-text-align-left\" data-align=\"left\">incorrect use of vocabulary<\/td><\/tr><tr><td class=\"has-text-align-left\" data-align=\"left\"><strong>^<\/strong><\/td><td class=\"has-text-align-left\" data-align=\"left\">word missed out of sentence<\/td><\/tr><tr><td class=\"has-text-align-left\" data-align=\"left\"><strong>~<\/strong><\/td><td class=\"has-text-align-left\" data-align=\"left\">unclear meaning or grammar within a sentence<\/td><\/tr><tr><td class=\"has-text-align-left\" data-align=\"left\"><strong>\/\/<\/strong><\/td><td class=\"has-text-align-left\" data-align=\"left\">new paragraph required<\/td><\/tr><tr><td class=\"has-text-align-left\" data-align=\"left\"><strong>CL<\/strong><\/td><td class=\"has-text-align-left\" data-align=\"left\">capital letter error<strong>&nbsp;<\/strong><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<h3 class=\"wp-block-heading\">Levelling and Assessment<\/h3>\n\n\n\n<h4 class=\"wp-block-heading\">KS3<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">To develop a growth mindset and reflect \u2018life after levels\u2019 work in KS3 books will not usually be levelled; assessment will be formative and highlight how students can improve. Students will record areas of strength and development on their \u2018reflection sheets\u2019 which will be at the front or back of the book. At the end of each term a level is reported for students in each subject, which reflects all their work over that term. These are found on students\u2019 pale yellow progress cards, which are stuck into their planners. These cards show students whether they are in line to meet their end of key stage target. With the move away from National Curriculum levels, the school is trialling a new \u2018skills thermometer\u2019 and 1 to 9 levelling in English. Other KS3 subjects will be using NC levels for the remainder of this year.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">KS4<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">KS4 practice exam questions and mock exams are likely to be graded. This work might not be in student books. Students will record grades and areas of strength and development in their \u2018reflection sheets\u2019 which will be at the front or back of the book. All students receive an attainment and predicted grade at the end of each term. These are found on their pale yellow progress cards, which are stuck into their planners. These cards show students whether they are in line to meet their end of key stage target.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">KS5<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">At KS5 students take a series of VIMAs (Sixth Form Milestone Assessments) during their course. Students receive developmental comments to help them improve their work. Each VIMA result includes four parts: the grade for that assessment, a comparison of the grade with their expected progress grade (EPG), a Learning Capability mark and a prediction of their end of year grade (PEG). The outcomes of these assessments and other graded work will be in student folders. They are also sent home to parents. A summary of VIMA marks and the students\u2019 expected progress grade is also recorded in their planner.<\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n","protected":false},"excerpt":{"rendered":"<p>Technology aim to provide our students with a broad and relevant curriculum which takes in to account the wider world and the communities that our students are a part of. Stainability is underpinned throughout or curriculum and allows students to consider the environmental impacts of the world we live and allows them to question what they can do to help.<br \/>\nWithin the curriculum we aim to foster high aspirations for all students supporting them to achieve their highest possible grade. The creative curriculum offered at KS4 allows all our students to follow realistic pathways that will see them go on to a range of industry-based careers including the construction and engineering sectors. Through the pathways that we offer our students allows for greater community and family links with local employment.<\/p>\n<p>The Food and Catering department at Jo Richardson Community School plays an important role in student development and preparing them for adulthood as well as opening up avenues to a career within the food and beverage industry.<\/p>\n","protected":false},"author":1,"featured_media":293,"parent":3690,"menu_order":4,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-24223","page","type-page","status-publish","has-post-thumbnail","hentry"],"acf":{"enable_related_news":false,"news_category":73,"enable_related_staff":true,"staff-team":23},"_links":{"self":[{"href":"https:\/\/jorichardson.creativeschools.co.uk\/index.php\/wp-json\/wp\/v2\/pages\/24223","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/jorichardson.creativeschools.co.uk\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/jorichardson.creativeschools.co.uk\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/jorichardson.creativeschools.co.uk\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/jorichardson.creativeschools.co.uk\/index.php\/wp-json\/wp\/v2\/comments?post=24223"}],"version-history":[{"count":10,"href":"https:\/\/jorichardson.creativeschools.co.uk\/index.php\/wp-json\/wp\/v2\/pages\/24223\/revisions"}],"predecessor-version":[{"id":24241,"href":"https:\/\/jorichardson.creativeschools.co.uk\/index.php\/wp-json\/wp\/v2\/pages\/24223\/revisions\/24241"}],"up":[{"embeddable":true,"href":"https:\/\/jorichardson.creativeschools.co.uk\/index.php\/wp-json\/wp\/v2\/pages\/3690"}],"acf:term":[{"embeddable":true,"taxonomy":"staff-team","href":"https:\/\/jorichardson.creativeschools.co.uk\/index.php\/wp-json\/wp\/v2\/staff-team\/23"},{"embeddable":true,"taxonomy":"category","href":"https:\/\/jorichardson.creativeschools.co.uk\/index.php\/wp-json\/wp\/v2\/categories\/73"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/jorichardson.creativeschools.co.uk\/index.php\/wp-json\/wp\/v2\/media\/293"}],"wp:attachment":[{"href":"https:\/\/jorichardson.creativeschools.co.uk\/index.php\/wp-json\/wp\/v2\/media?parent=24223"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}