Curriculum
Technology
Subject Staff
Mrs Tuck
Mrs Barker
Ms White
Ms Roberts
Ms Brown
The Subject Way
Firstly, to teach students the vital skills they need to achieve their full potential and gain the very best grades they can. Secondly, to teach students how each subject relates to the wider world, incorporating the life skills they will learn.
It is our belief that knowing how what you learn links to the wider world brings a subject to life and therefore improves overall understanding and engagement.
Curriculum Intent
To develop students to be lifelong learners, have the confidence and skill to be able to contribute to an ever changing global community. Draw on Transferable knowledge and problem solving skills to creatively design and manufacture products which make a positive impact to society. They will consider the needs, wants and values to solve real life problems. They will use a range of disciplines such as mathematics, engineering, computing and art. They will evaluate the work of others and consider the impact on daily life.
We strive to develop a curriculum where Design and Technology makes an essential contribution to the creativity, culture, health and well being of the students at Rawmarsh and the wider world.
In key stage 3 students are given the skills and knowledge to confidently select tools and materials and have a grounding on basic marking out cutting and fabrication skills. In Key Stage 4 Design and Technology strives to ensure all students have a broad experience and cultural capital. They analyse and research current products and designers to inspire them to design and make artefacts. This develops into design led study where students evaluate and solve problems creatively to satisfy a design brief and end user
- Develop creativity and practical expertise
- Be able to design and make high quality prototypes and products for a wide range of users
- Critically evaluate their ideas, products and work of others
- Understand and apply the principles of nutrition
How we Aim to remove Barriers to learning:
Being able to communicate fluently whether that be to speak articulately or being able to communicate through writing is one of the biggest barriers to employment. Basic literacy and numeracy are key elements which we strive to develop in our technology curriculum. Students need to be able to effectively describe products and processes using subject specific language and terminology.This is done through the use of the schools literacy and vocabulary model as well as reciprocal reading. Students are introduced to tier ⅔ language which they are tested on and expected to use within the classroom and within their work.
Throughout the curriculum there are opportunities for students to use functional maths in order for them to confidently use these either in employment or in their home life. Functional maths skills might include calculating area and estimating prices for construction tasks such as tiling or scaling measurements to work out precise ingredients for a recipe. We support students through differentiated learning by using templates, support and broken down chunked lessons by outcome and for visual impairment a range of outcomes dependent on topic. With TA support we target how and who to help both groups and individuals we use seating plans, colour overlays and paper and ensure physical disability access to areas.
How we are developing skills for learning:
Design and technology is arguably the only subject where students are required to solve problems creatively. Mental health is currently a very pertinent issue amongst all schools. One way we can help encourage and promote happy, healthy students is to encourage and develop their creativity. We have developed schemes of work and projects which allow students to develop and refine ideas and take inspiration from other designers and design movements. Faculty CPD is used to discuss, plan and develop forthcoming topics and learn new skills. We share different resources, methods and skills to help enhance assessment and delivery using BRAG stickers, teacher, pupil and peer feedback to help enhance learning.
How we are Fostering Personal Attributes:
The Technology department fully embraces the ‘Rawmarsh Way’ , its intentions and goals. We encourage students to rise to the challenge in lessons and take risks in designing artefacts. We are constantly striving to improve and develop ideas and find creative solutions. The students take pride in the presentation of their work which is checked by their classroom teacher and presentation of work stickers are applied to their work. We encourage students to half termly strive for the “Gold” awards and achieve recognition on a poster and a sticker for their folders/books. They take pride in and look after our equipment and tools and ensure workshops are left in good order so others can use them. We have high expectations and learn to respect each other’s work and space in order for students to work safely in workshops. We encourage and expect students to work hard in lessons and take responsibility for their actions.
How we are Enriching Students experiences and broadening their horizons:
In Technology we introduce students to a wide variety of different design movements and current designers. Students analyse current products and processes as well as traditional processes. We introduce students to a whole range of careers and jobs which can be accessed through the subjects we offer. Areas of our curriculum are designed so students are given real life scenarios in which they can use skills and knowledge they have learnt to formulate solutions. We try to offer trips for students to see employment opportunities and gain an understanding of the relevance of the curriculum. We offer a range of enrichment opportunities for students to experience in the breath of our subject areas.
Our Curriculum
Textiles – Ugly Doll
| Food Technology Practical and Theory
| Graphics – Were the Wild Things Card
| Resistant Materials Totem Pole
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Textiles – Pet Accessories
| Food Technology Practical and Theory
| Graphics – Paper Dude Light
| Resistant Materials Phone Holder
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Architecture Students gain knowledge and understanding of careers within the construction and the roles and responsibilities these have. They look at how to design for a specific client and fulfil their needs and wants as well as et out a set of criteria points. They will then present their ideas using 2 point perspective elevation drawings as well as card model designed using CAD
| Pan Stand/ Four Joint Frame- Students learn in depth the correct way to set out mark and cut a range of joints used commonly in the construction industry They wil also learn the basics of tiling in two mini skills based projects
Tiling techniques and key terminology | Anglepoise Materials Lamp Materials based project where students will learn the working properties, joining methods and finishing skills for wood metal and plastic. student will also develop model and problem solving skills
| Construction projects Topic overview Students look at the planning and activities involved in making a construction project. Students look at office based construction work as well as the on site pre construction phase as well as some key elements building construction
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Food Overview Term 1 Knife cuts – julienne, macedone, paysanne, brunoise, Presentation knife cuts – Fanning a strawberry, lotus flower, tomato flower Pasta bake – bridge and claw, slicing and dicing, weighing and measuring, grating, boiling, simmering and baking. Mushroom risotto – bridge and claw, slicing and dicing, weighing and measuring, boiling and simmering. Presentation skills – garnishing. Lamb koftas and tzatziki – bridge and claw, slicing and dicing, mixing, shaping, grilling. Presentation skills – garnish. Cottage pie – peeling, bridge and claw, slicing and dicing, measuring, mashing, boiling, simmering, frying, baking. Pizza – weighing and measuring, kneading, proving, bridge and claw, slicing and dicing, baking. Chocolate bread – measuring and weighing, kneading, proving, shaping, baking. Portioning a whole chicken – knife skills, portioning a chicken. Fajitas and flatbread – bridge and claw, slicing and dicing, measuring and weighing, kneading, shaping, rolling, frying. Term 2 Chinese curry practical – Knife skills, deboning the thigh and leg. Slicing and dicing, simmering and boiling, frying. Macaroni cheese practical – weighing and measuring, grating, roux sauce into a cheese sauce, boiling, simmering, baking/grilling. Pasta practical – weighing and measuring, mixing, kneading, use of specialist equipment with the pasta machine. Own dish – a range of preparation and cooking skills will be used. Victoria sponge practical – weighing and measuring, greasing and lining a cake tin, creaming method, baking Term 3 Palmiers practical – weighing and measuring, folding and rolling, shaping, baking Profiteroles practical – weighing and measuring, simmering, melting, piping, baking Millionaires shortbread practical – weighing and measuring, rubbing in method, baking, ban marie – melting chocolate, simmering Own practical – Using a range of prep and cooking skills to make their dish. | |||
Textiles – Tote Bag – Create a personalised and embellished tote bag based on a fashion designer from history
| Graphics – Letters Fonts and Advertisement Design
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| Construction and the Built Environment | Design and Technology Timber based materials | Design and Technology Textiles | Hospitality and Catering |
| Window Frame Unit 2 Students work towards their first practical outcome and controlled assessment write up they construct a window frame using a range of joints. The window should also have hinged opening Safety and Security Unit 1 Students learn about possible hazards associated with construction processes of working safely and securely. Here they learn how to look for and identify hazards to safety and security. Students learn how to measure the risk of these hazards so that they can plan ways in which you can limit the risk and work safely and securely Planning Construction Projects Unit 3 In this topic, students learn about different types of jobs that exist in the construction sector and how these jobs contribute to successful projects. They develop an understanding of the processes that are followed by people working in construction that ensure projects are successful. They can use this knowledge and understanding they have acquired through carrying out practical construction tasks and consideration of safety and security of construction processes. | Stool Students develop a stool concentrating on developing woodworking skills and knowledge, students will also gain knowledge of forces, ergonomics and the use of anthropometric data to effectively design and make products for different groups of people. Systems and e textiles Block Bot students manufacture a block bot to set tolerances looking at manufacturing processes and scales of manufacture and manufacturing processes Mock Practical Students will design and make a childrens toy (RM & Textiles) depending upon special | Design & make “Alice in Wonderland” waistcoat Students Design and make a Alice in wonderland waistcoat looking at stitching techniques embellishments and the use of CAD CAM to create a waistcoat with anthem of Alice in wonderland Systems and e textiles | Unit 1
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Construction and the Built Environment | Design and Technology Timber based materials | Design and Technology Textiles | Hospitality and Catering |
Tiling Unit 2 Students are asked to read the specification and then provide criteria which will make a successful painted and tiled area. Students will then use theory gained in the classroom to tile and paint an area. Students will also gain knowledge of calculating and quoting for jobs in construction. Brick BBQ Unit 2 Students work towards their last practical outcome and controlled assessment write up. They learn the theory behind bricklaying and complete a brick barbecue exercise. | NEA Submission Students will use all subject knowledge gained through the course to develop realistic design proposals as a result of the exploration of design opportunities and users needs, wants and values. Students will undertake an iterative design process developing their communication, design ideas and decisions, research, practical and evaluative skills. This is 50% of the overall course. Students will start this in rollover of Y11. Exam Content Students are assessed externally for 50% of the AQA Course. Content for the exam includes ‘Core technical principles, Specialist technical principles and Designing and making principles’. The Resistant Materials ‘Specialist technical principles’ unit will be Unit 5B Timber based materials. Throughout Y9 and Y10 students have developed their knowledge and skills in the following units of the specification through practical based tasks; Unit 3,4,5B,6 & 7. Unit 1 (areas have been covered through practical based tasks but not the Unit in it entirety) and Unit 2 will be covered through more theory based lessons as opposed to practical based. | NEA Submission Students will use all subject knowledge gained through the course to develop realistic design proposals as a result of the exploration of design opportunities and users needs, wants and values. Students will undertake an iterative design process developing their communication, design ideas and decisions, research, practical and evaluative skills. This is 50% of the overall course. Students will start this in rollover of Y11. Exam Content Students are assessed externally for 50% of the AQA Course. Content for the exam includes ‘Core technical principles, Specialist technical principles and Designing and making principles’. The Resistant Materials ‘Specialist technical principles’ unit will be Unit 5B Timber based materials. Throughout Y9 and Y10 students have developed their knowledge and skills in the following units of the specification through practical based tasks; Unit 3,4,5B,6 & 7. Unit 1 (areas have been covered through practical based tasks but not the Unit in it entirety) and Unit 2 will be covered through more theory based lessons as opposed to practical based. | Unit 2
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Find out more
If you would like more information about our curriculum, please contact the school using the details on our contact page.
Our Subjects at KS4
CORE SUBJECTS
EBACC SUBJECTS
OPTION SUBJECTS
INTERVENTIONS
