Technology

Curriculum Intent

Technology offers the students opportunities to use creativity and imagination to both design and make products, that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Students learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world.

This is linked to the whole school curriculum intent through;

Reflects our identity as a Christian school insofar as it aims to educate students broadly as people, in preparation for a life that is purposeful, happy and healthy.

At St Edward’s we aim to deliver a Technology curriculum that enhances student’s creativity and has a positive impact on their personal development. By developing their technical understanding and skills we will prepare them for life in an increasingly technological world.

Seeks to form resilient young people who show empathy and acceptance of others; who want to learn, and understand how to learn; who are self-motivated, and curious to know more; and who see mistakes as an opportunity to grow in learning.

The teaching and learning activities in Technology will help to create students who are self-motivated and curious. Through student’s individual interpretation of design and make tasks they will produce solutions to real life problems and see mistakes made as an opportunity to refine and develop a working solution. They will learn how to take design risks, helping them to become resourceful innovative and enterprising citizens, who believe in striving to be the best they can.

Has a moral purpose, enabling access to learning for all, and having high expectations of every student; enabling students to evaluate, to empathise, and to make strong and safe decisions

The Technology curriculum is designed to encourage the development of resilient students who come to understand the importance of a healthy mind and body through active learning. We aim to stimulate student’s imagination and engage them in practical hands-on experiences which will enable them to realise their ideas through experimentation of different materials and ingredients.

Values creativity, and sees all disciplines as contributing equally to the formation of children and young people

Students develop skills to critique and refine their own work and that of others. They are able to make cross-curriculum links with maths, science art, business, computer science and geography

Embeds the knowledge, understanding and skills necessary for adult life and future opportunity, and intentionally provides for such wider learning; providing flexibility to enable individuals to achieve   

Students develop skills to critique and refine their own work and that of others and develop decision making skills, including planning, research, organisation of time and resources when managing their own project work. They develop practical skills using tools and machinery progressively through each key stage.

Turns student’s awareness, curiosity and compassion outwards, beyond school, beyond Poole, beyond the immediate

Projects include planning, research, organisation of time and resources. By working with real and relevant problems and empathising with other’s needs, wants and values students understand how to produce design solutions relevant to the wider world. Students are encouraged to explore design opportunities that avoid clichéd and stereotypical responses. Be aware of, and learn from, wider influences on design and technology, including historical, social/cultural, environmental and economic factors of the nation and the global community.

Curriculum

KS3

At KS3 students are taught in a carousel system where 5 groups of approximately 20 students in each year rotate around specialist teachers. Over the course of KS3 students will complete units focused on Food, Textiles, Robotics, Graphics, Engineering and Resistant Materials.

The KS3 curriculum has been mapped against the national curriculum as well as our KS4 specifications to inform our content. The content has then been spilt into Core Content (Investigate, Design, Make and Evaluate) and Technical Knowledge (the theory behind the core content). Each unit will be a combination of both elements with 20% being Technical Knowledge and 80% being Core Content.

From this progression has been designed into our delivery with the focus for each year group being different. Year 7 is skills based where students, whilst being in a specific material area focus on the generic skills needed across Technology. In Year 8 students undertake a series of Design and Make projects in each area where they learn about a linear design process through 5 design and make activities which have a specific material focus. Year 9 is based on problem solving and students are encouraged to produce a wide range of outcomes to solve a given problem. Here each unit is based on a theme which includes: Inclusivity and designing for all, British Cuisine and Past and Present Designers.

Each unit has clear links to other areas of the curriculum such as: Art, Science, Maths, Geography and PE. These links are identified through the teaching material used to help students make the connections between Technology and their learning in other subjects.

It is the intent of the department that students not only become proficient in the knowledge taught but also develop the skills to be ‘Brilliant Technology Student’ equipped with the transferable skills for life of; empathy, enthusiasm, motivation, resilience, resourcefulness, curiosity, purpose, independence, creativity and an ability to seek the wider picture and “think outside the box”.

KS4

At KS4 Technology offers a wide range of pathways for students to follow;

Pearson BTEC Level 1 Award in Home Cooking Skills

This is a one-year course which is aimed at students who would like to learn to cook and develop a wide range of practical food skills to use in life and to pass on to others.

Pearson BTEC Level 2 Award in Home Cooking Skills

This is a one-year course and is intended for students who wish to progress from the BTEC Level 1 Award in Home Cooking Skills

At both levels’ students choosing Home Cooking Skills study nutrition, hygiene, food safety, equipment, budgeting, food sources, food labelling, methods of food presentation and how to share their new abilities with others.

Students study nutrition, hygiene, food safety, equipment, budgeting, food sources, food labelling, methods of food presentation and how to share their new abilities with others. Students develop their food skills empowering them to make the right food choices for both themselves and their families.

The course consists of mainly practical work enabling the students to develop a wide range of practical skills. There is no exam, and students will be assessed by planning, preparing and evaluating practical tasks, for example a well-balanced two course meal for a family.

The course has clear links to other areas of the curriculum such as: Science, Maths and PE. These links are identified through the teaching material used to help students make the connections between the course and their learning in other subjects.

The courses provide a pathway into further learning in food or would support a career in the hospitality or food industry.

Pearson BTEC Level 1 Introductory Award in Construction

This is a one-year course which is intended for students who have opted to completed the BTEC Level 1 Award in Home Cooking Skills.

The course consists of 2 units:

Developing a Personal Progression Plan – Students develop the skills and behaviours needed to progress to the next stage in their learning, identifying progression opportunities and creating a plan to enable them to get there. This unit helps students find out what opportunities are available to them and how to get to the next stage. They will carry out a self-audit, identifying what their strengths are and what you need to develop to be able to meet their progression goals. Students will learn how to set goals and plan ways to achieve them. They will then produce a personal progression plan to help them reach the next step in their life.

Making Minor Repairs in a House – Students develop the skills needed to make minor home improvements and maintenance. Students learn about the best methods, tools and materials to use when making a minor repair. They will develop the skills needed to manage their own workload and to work with others. They will also learn how to work effectively with a customer and in a team so the repairs are carried out efficiently and professionally.

The course has clear links to other areas of the curriculum such as: ASDAN, Maths and KS3 Technology. These links are identified through the teaching material used to help students make the connections between the course and their learning in other subjects.

The course provides a pathway into further learning at a higher level in construction. The development of transferable skills means that students also develop skills for life in whatever career they choose to follow.

 AQA GCSE Food Preparation and Nutrition

This course focuses on practical cooking skills to ensure students develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials. At its heart, this qualification focuses on nurturing students’ practical cookery skills to give them a strong understanding of nutrition.

Food preparation skills are integrated into five core topics:

• Food, nutrition and health
• Food science
• Food safety
• Food choice
• Food provenance

Assessment is through a combination of 2 equally weighted elements; an external examination and an internal NEA which is made up of;

Food investigation – Students’ understanding of the working characteristics, functional and chemical properties of ingredients.

Food preparation assessment – Students’ knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to the chosen task. Students will prepare, cook and present a final menu of three dishes within a single period of no more than three hours, planning in advance how this will be achieved.

The course has clear links to other areas of the curriculum such as: Science, Maths and PE. These links are identified through the teaching material used to help students make the connections between the course and their learning in other subjects.

The course provides a pathway into further education courses such as Food Technology, Food, Nutrition and Health, Professional Cookery Studies, and Hospitality and Catering as well as an apprenticeship. This course also provides a solid foundation for progression to further Health and Social studies and also supports Sports, Science and Medical studies.

Edexcel GCSE Design and Technology (Timbers)

The course enables students to understand and apply iterative design processes through which they explore, create and evaluate a range of outcomes. The qualification enables students to use creativity and imagination to design and make prototypes (together with evidence of modelling to develop and prove product concept and function) that solve real and relevant problems, considering their own and others’ needs, wants and values. It gives students opportunities to apply knowledge from other disciplines, including mathematics, science, art and design, computing and the humanities. Throughout the course students will experience the range of material areas within Technology as part of core learning but will specialise in Resistant Materials (Wood, Metal and Plastic).

In Year 10, students will complete a series of short projects where they will develop practical skills and knowledge in designing and construction techniques.

In Year 11 students complete a design and make project (NEA) which is assessed in four areas;

Investigate – This includes investigation of needs and research, and a product specification

Design – This includes producing different design ideas, review of initial ideas, development of design ideas into a chosen design, communication of design ideas and review of the chosen design

Make – This includes manufacture, and quality and accuracy

Evaluate – This includes testing and evaluation.

This course is assessed through 2 equally weighted elements; a 2-hour exam and an NEA

The course has clear links to other areas of the curriculum such as: Science, Maths and Art. These links are identified through the teaching material used to help students make the connections between the course and their learning in other subjects.

The course provides a pathway into further education courses such as Level 3 Engineering at St Edward’s or A Level Product Design or a vocational course at college. This course also provides a solid foundation for progression to an apprenticeship in engineering or construction.

NCFE Level 2 Technical Award in Graphic design

This qualification focuses on an applied study of the graphic design sector and students will gain a broad understanding and knowledge of working in the sector. It is aimed at students who are motivated and challenged by learning through hands-on experiences.

This qualification consists of 4 units:

Unit 01 Introduction to graphic design (Internally and externally assessed) – Students will develop an understanding of the components of graphic design, such as colour, tone, line, composition, typography and imagery). They will do this by working with physical and/or digital materials and techniques. The student will be introduced to graphic design components through personal experimental work.

Unit 02 Graphic design practice (Internally and externally assessed) – Students will explore design disciplines, examine the work of recognised designers and use their understanding of design components to identify successful design practice. They will choose one discipline, select some work by a recognised designer in that discipline and create their own piece of graphic design, taking inspiration from their research and using components found in the work of their chosen designer.

Unit 03 Responding to a graphic design brief (Internally and externally assessed) – Students will analyse the requirement of a graphic design brief. They will understand the requirements and develop some possible ideas to meet the brief. The student will further develop an idea and present their final graphic design. Finally, the student will analyse their work and review how they have met the brief.

Unit 04 Graphic design portfolio (Internally assessed) – Students will explore working in the graphic design industry, by looking at different ways to present work to understand different types of portfolio. They will then design and create their own portfolio and review how the portfolio presents their skills as a graphic designer.

The course has clear links to other areas of the curriculum such as: Art and Maths. These links are identified through the teaching material used to help students make the connections between the course and their learning in other subjects.

The course provides a pathway into further education courses such as the Level 3 Applied General Certificate in Art & Design and A Level Design and Technology. It may also be useful to those studying qualifications in the following sectors: Design and Technology, Art and Design, and Creative Media.

KS5

At KS5 Technology offers

Pearson BTEC Level 3 National Extended Certificate in Engineering.

The course gives students the opportunity to learn and understand the core principles and technologies that underpin modern engineering. It will provide them with opportunities to develop sound practical engineering investigation, design, construction, and testing skills which are critical to this sector.

This qualification is made up of four units;

Unit 1 Engineering Principles (External examination) – Learners apply mathematical and physical science principles to solve electrical, electronic and mechanical-based engineering problems.

Unit 2: Delivery of Engineering Processes Safely as a Team (Internally centre assessed) – Learners explore how processes are undertaken by teams to create engineered products or to deliver engineering services safely.

Unit 3: Engineering Product Design and Manufacture (Externally assessed) – Learners will explore engineering product design and manufacturing processes and will complete activities that consider function, sustainability, materials, form and other factors.

Unit 10: Computer Aided Design in Engineering (Internally centre assessed) – Learners develop two-dimensional (2D) detailed drawings and three-dimensional (3D) models using a computer-aided design (CAD) system.

This qualification could be taken alongside complementary subjects, such as GCEs in Maths and/or Physics to form part of an application to a higher education course (degree, foundation degree, HNC/HND) in specific related higher education courses such as Electronic Engineering, Mechanical Engineering, Mechatronic Engineering or General Engineering courses.

The course has clear links to other areas of the curriculum such as: Science and Maths. These links are identified through the teaching material used to help students make the connections between the course and their learning in other subjects.

The qualification would also lead into a Higher Apprenticeship in the Engineering sector with pathways into Electrical Engineering, Mechanical Engineering, Marine Engineering, Computer Aided Design, Civil Engineering, Industrial Design and Automotive Design.

Assessment

KS3

In each unit students have a front sheet which indicates the assessment criteria for the unit. The criteria are used to inform learning in the lesson and the front sheet allows space for self-assessment, peer assessment and teacher assessment.

Verbal feedback is given during the lessons and written feedback given twice a unit with students given an opportunity to reflect and improve on their work.

Formative assessment is made at the end of each unit and combines the student’s classwork with an end of unit test where technical knowledge is tested. The tests have a progressive structure to allow students to answer a variety of question types, and also allows them to build confidence as they move to more challenging questions.

As students move across the department their progress is monitor and intervention is put in place where required.

KS4

For GCSE subjects progress is recorded half termly in the front of the pupil’s exercise books and is made up of a classwork grade based on the project work they have undertaken and a test grade based on the theory elements of the course covered that half term. The test will consist of questions from past exam papers and relate to the topics covered over that period.

For BTEC subject’s assessment will relate to the elements of the course they are covering; classwork, assignment or test.

Verbal feedback is given during the lessons and written feedback given a minimum of twice a half term with students given an opportunity to reflect and improve on their work.

KS5

In Level 3 Engineering assessment varies depending on the unit being studied.

Unit 1 which is an external examination is assessed through regular tests using past exam papers.

Units 2 and 10 are internally centre assessed and Unit 3 is internally completed and externally assessed. Progress through these units is monitored through regular mock assignments relating to the unit studied.

Subject Leader

Jane Morris