Key Stage 4
Design Technology GCSE
Year 10
Intent
Students will build upon their knowledge of Design Technology for Key Stage 3, and begin to understand its importance in the world around us. We look at designers from a broad range of backgrounds, reflecting those of our students, and the impact products have on society and the environment. We deepen our knowledge on the core materials, learning about specialist techniques and tools, so we can manufacture products. Students develop their designing skills, thinking about how new technologies can make their ideas a reality.
Learning Journey
Core Knowledge and Skills
- Students will complete an NEA style project in preparation for Year 11. In this they will:
- Create a client profile
- Researching skills (product analysis and designer profiles)
- Writing a detailed specification and design brief
- Developing designing skills (by hand and CAD)
- Modeling skills
- Manufacturing plans and specifications
- Making a prototype
- Product testing
- Evaluating a product
Enriched Knowledge
- Inclusive design – based on given brief to group
Core Knowledge and Skills
Students will be learning about the impact of new and emerging technologies on modern and potential future circumstances in relation to the following areas:
- Industry and enterprise
- Sustainability and the environment
- People, culture and society
- Production techniques and systems
- Informing design decisions
Students will learn how energy is generated and stored and how this is used as the basis for the selection of products and power systems.
- Mechanical devices
- Electronic systems processing
- Energy generation
- Energy storage
- Modern and smart materials
- Composite materials and technical textiles
- Systems approach to designing
Enriched Knowledge
- Developments in technology – updated yearly
- Links to designing for specific groups of people
Key Vocabulary
- Industrial revolution
- Digital revolution
- Automation
- Innovation
- New materials
- Enterprise
- Augmented reality
- Sustainability
- Renewable energy
- Finite resources
- Responsible design
- Ecological footprint
- R&D (research and development)
- Technology Push
- Market pull
- Inclusive design
- CAD (Computer Aided Design)
- CAM (Computer Aided Manufacture)
- CNC (Computer Numerical Control)
- Laser Cutting
- 3D Printing
- JIT Manufacturing (Just in time)
- Longevity
- Obsolescence
- Fossil Fuels
- Renewable Energy
- Fracking
- Potential Energy
- Kinetic Energy
- Pneumatic
- Hydraulic
- Biodegradable
- Smart Materials
- Composite materials
- Technical textiles
- Motion
- Levers
- Equilibrium
- Linkages
- Gears
Core Knowledge and Skills
- Students will be taught about the developments in the core materials.
- Students will learn about the categorisation of the types and properties of
- Papers and boards
- Timbers
- Metals and alloys
Enriched Knowledge
- Linking with designed for each material / way of working – looking at the cultural impact.
- Traditional methods used around the world with the different materials
Key Vocabulary
- Pulp
- GSM (grams per square meter)
- Bleed proof
- Translucency
- Corrugated cardboard
- Duplex Board
- Hardwood
- Softwood
- Manufactured board
- Coniferous
- Deciduous
- Knots
- Ore
- Extraction
- Ferrous
- Ductile
- Malleable
- Tensile strength
- Conductivity
- Alloys
Core Knowledge and Skills
- Students will be taught about the developments in the core materials.
- Students will learn about the categorisation of the types and properties of
- Polymers
- Textiles
Enriched Knowledge
- Linking with designed for each material / way of working – looking at the cultural impact.
- Traditional methods used around the world with the different materials
Key Vocabulary
- Plastic
- Polymers
- Thermoforming
- Thermosetting
- Blow molding
- Extrusion
- Injection molding
- Vacuum forming
- Natural fibers
- Synthetic fibers
- Blended / mixed fibers
- Woven fabric
- Knitted textiles
- Warp
- Weft
Core Knowledge and Skills
- Students will learn about programmable components to provide functionality to products and processes, and enhance and customise their operation.
- Forces and stresses
- Improving functionality
- Ecological and social footprint
- The 6 R's
- Scales of Production
Enriched Knowledge
- Links to science and maths
- Ecological impact
Key Vocabulary
- Tension
- Compression
- Torsion
- Bending
- Shearing
- Webbing
- Laminating
- Fabric interfacing
- Greenhouse gas effect
- Carbon footprint
- Consumer society
- Mining
- Drilling
- Deforestation
- Farming
- Product miles
- Pollution
- Social footprint
- Refuse
- Repair
- Rethink
- Recycle
- Reduce
- Refuse
- Upcycle
- Mass
- Batch
- One-off
- Continuous
- Prototypes
- Jigs
- Patterns
Core Knowledge and Skills
- Students will be taught to understand that all design and technology activities take place within a wide range of contexts. They will also understand how the prototypes they develop must satisfy wants or needs and be fit for their intended use.
- Investigation, primary and secondary data
- The work of others
- Design strategies
- Communication
- Selection of materials and components
- Tolerances
- Material management
Enriched Knowledge
- Designers which reflect out students – using exam board list
Key Vocabulary
- Primary research
- Secondary research
- Client
- Market research
- Product analysis
- ACCESS FM
- Focus Group
- Ergonomics
- Anthropometrics
- Design brief
- Design Specification
- Manufacturing specification
- Designers
- Design Companies
- Design movements
- Collaborative design
- User-centered design
- System approach
- Iterative approach
- Design fixation
- Modeling
- Oblique projections
- Isometric drawing
- One point perspective
- Two point perspective
- Three point perspective
- Annotation
- Exploded view
- 3rd angle projection
- CAD / CAM
- Tolerances
- Quality control
- Quality assurance
- Tessellation
Year 11
Intent
Student use their knowledge and skills from Year 10 to design, develop and manufacture a final product. They produce a folio of work showing the independent research they have undertaken, innovative designs and much more. The folio documents everything they have tried and tested, reflecting on their choices and decisions to help produce a fantastic product. Throughout the manufacturing process students take photographs of their work to show off the skills used.
Learning Journey
Core Knowledge and Skills
- NEA – Section A (10 marks)
- Completing research for NEA project.
- NEA – Section B (10 marks)
- Design Brief and Specification (10 marks)
- NEA – Section C (20 marks)
- Initial Designs
- + revision of Y10 content for written exam in June.
Enriched Knowledge
- Designing for needs – changing yearly based on briefs.
- Designers – reflecting the brief
Key Vocabulary
- Client Profile
- Investigation
- Questionnaire
- Economic
- Social
- Research
- Contextual Challenge
- Design Brief
- Design Specification
- Imaginative
- Innovative
- Creative
- Design Fixation
Core Knowledge and Skills
- NEA – Section D (20 marks)
- Developing designs including modeling
- Creating Materials List and Manufacturing Plan
- + revision of Y10 content for written exam in June.
Enriched Knowledge
- Careers link – designing careers.
- Developments in technology for design
Key Vocabulary
- CAD
- 2D Design
- OnShape
- Tinker CAD
- Foamboard
- Modeling
- Prototype
- Testing
- Working Properties
- Manufacturing Specification
- Development
Core Knowledge and Skills
- NEA – Section E (20 marks)
- Manufacturing final product
- Revision of Y10 content for written exam in June.
Enriched Knowledge
- New manufacturing methods
- Ecological footprint of materials
Key Vocabulary
- Specialist manufacturing techniques*
- Quality control
- Quality assurance
- Tolerance
- Finishing techniques*
- High level of skill
- Commercially viable
- Client needs
- *changing year on year based on products and briefs
Core Knowledge and Skills
- NEA – Section F (20 marks)
- Final Evaluation
- NEA Improvement – All sections
- Revision of Y10 content for written exam in June.
Enriched Knowledge
- Careers - product tester and reviewers
Key Vocabulary
- Evaluation
- Analysis
- Feedback
- Testing against specification
- Justify
- Bibliography
- Preparing for exam using Y10 content.
- Understanding how to interpret the exam questions – describe, explain, state
- Working on long answer questions, developing model answers individual and as a group
- Developing revision techniques, and revision aids – what works best for students
When revising students will be given the opportunity to work individually, in small groups and as a class.
They will be shown how to understand the language of the GCSE paper and how to answer questions effectively.
Food Technology GCSE
Year 10
Intent
Students will deepen their knowledge of Food Preparation and Nutrition from Key Stage 3. They will focus on the nutrients we need, how they impact our bodies and why some people need to follow a different diet. We investigate foods to understand the science behind cooking, and use this knowledge in our practicals. We develop our understand of where food comes from, and discuss food standards from the UK and around the world. All of this knowledge then allows students to cook fantastic practical products, and develop a range of skills within the kitchen.
Learning Journey
Core Knowledge and Skills
- Students will look at the different nutrients we need within our diets. During this half term they focus on the Eatwell Guide and look at the importance of macronutrients.
- Calories, RI and Energy
- Carbohydrates
- Protein
- Fats
- Fat
- Water
- Fibre
- Macronutrients Assessment
Enriched Knowledge
- Future of food -alternative proteins of the future
- Looking at Eatwell Plates from other countries and comparing them to the UK
Key Vocabulary
- Energy Balance
- Micronutrient
- Macronutrient
- Reference Intake (RI)
- Simple Carbohydrates
- Complex Carbohydrates
- Amino Acids
- High Biological Value (HBV)
- Low Biological Value (LBV)
- Saturated Fat
- Unsaturated Fat
- Non-Starch Polysaccharide (NSP)
Core Knowledge and Skills
- Students continue to look at nutrients, focusing on micronutrient and their impact on our bodies.
- Fat Soluble Vitamins
- Water Soluble Vitamins
- Minerals
- Deficiency
- Micronutrients Assessment
- Exam Question Practice
Enriched Knowledge
- Are supplements better to take than trying to eat a balance, healthy diet?
Key Vocabulary
- Water Soluble Vitamins
- Fat Soluble Vitamins
- Deficiency
- Excess
- Sources
- Absorb
- Hemoglobin
- Anemia
- Osteomalacia
- Osteoporosis
- Rickets
Core Knowledge and Skills
- Students look at what factors have an impact on our dietary needs including religion, health conditions and age.
- What are Special Diets + Life Stages
- Medical Conditions
- Obesity
- Allergies and Intolerance
- Ethical Diets
Enriched Knowledge
- Student led – students speaking about their own special dietary requirements.
- BMI vs BRI – looking at new studies taking place.
Key Vocabulary
- Balanced Diet
- Special Dietary Need (SDN)
- Cardiovascular Disease
- Coronary Heart Disease (CHD)
- Diabetes
- Colon Cancer
- Obesity
- Allergens
- Allergy
- Intolerance
- Coeliac
- Ethical Diets
- Reglious Diets
- Kosher
- Ahimsa
- Halal
- Fasting
Core Knowledge and Skills
- Students investigate how cooking methods change our foods, as well as looking at the functional chemical properties of different ingredients.
- Cooking Methods
- Components of Food
- Heat Transfer
- Processes (including gelatinisation & caramelisation)
- Raising Agents
- Enzymic Browning
- Protein Denaturation
Enriched Knowledge
- Link between Science and Food – using equations from Science lessons to teach part of the topic,
- Putting science into action through practical investigations
Key Vocabulary
- Boiling
- Simmering
- Poaching
- Steaming
- Grilling
- Broiling
- Microwaving
- Roasting
- Baking
- Sautéing
- Stir Fry
- Shallow Fry
- Deep Fry
- Conduction
- Convection
- Radiation
- Induction
- Maillard Reaction
- Gelatinization
- Emulsions
- Emulsifiers
- Dextrinization
- Caramelization
- Rising Agents
- Enzymic Browning
- Protein Denaturation
- Coagulation
Core Knowledge and Skills
- Students learn about food spoilage and contamination, how to check food and understanding rules and regulations.
- Causes of Ill Health
- Food Safety Legislation
- Food Poisoning
Enriched Knowledge
- Watching Food Inspectors episodes about food poising and how serious it can be.
- Link to history – when parasites were used as weight loss treatment
Key Vocabulary
- Spoilage
- Microbiological
- Chemical
- Physical
- Allergenic
- Bacteria
- Pathogens
- Microbes
- Mold
- Pesticides
- Herbicides
- Parasites
- Environmental Health Officer (EHO)
- Hazzard Analysis Critical Control Points (HACCP)
- Hot Holding
- Cold Holding
- High Risk Foods
- Campylobacter
- Salmonella
- E-coli
- Clostridium Perfringens
- Listeria
- Bacillus Cereus
- Staphylococcus Aureus
- Visible Signs
- Non-visible Signs
Core Knowledge and Skills
- Students look at a range of factors that impact our food choices including: different cuisines, social media, food trends and air miles.
- Growing Produce and Farming Methods
- Food Miles and Carbon Footprint
- Food Waste and Packaging
- Factors Affecting Food Choice
- Marketing
- Traditional Cuisines
- Food Production
Enriched Knowledge
- Growing own herbs / plants in food room to use as part of food lessons.
- Food certification – the stands they meet and why they are important.
Key Vocabulary
- Grow
- Reared
- Caught
- Organic Produce
- Genetically Modified (GM)
- Intensive Farming
- Organic Farming
- Sustainable Farming
- Factory Reared
- Free Range
- Mid Water Trawling
- Bottom Trawling
- Dredges
- Fish Farming
- Harpooning
- Jigging
- Trolling
- Purse Seines
- Gill Netting
- Traps and Pots
- Food Miles
- Carbon Footprint
Year 11
Intent
Students use their knowledge and skills from Year 10 to complete two pieces of work. The first is an investigation into the chemical and functional properties of ingredients, and students plan experiments based on their understand of food. The experiments allow students to write a report about their findings, and allow discussions as to why things have or have not worked. The second piece of work is planning, preparing, cooking and presenting a three-course meal. In this students undertake research to help plan the meal, before trialing dishes and improving them for the final exam. Throughout this piece of work students justify their choice, evaluate their work and analysis the cost and nutrition of the food.
Learning Journey
Core Knowledge and Skills
- This NEA task is food science based. Students have to write a 2,000-word report based on a statement given by the exam board. There are 3 sections to complete.
- In this half term students are given the statement and research the task. Once they have completed their research they must plan and carry out at least 2 experiments to prove their hypothesis. During this time, they can observe experiments completed by the teacher.
- Section A – Research (6 marks)
- Section B – Investigation (15 marks)
- Section C – Analysis and Evaluation (9 marks)
- Bibliography
- + Revision for written exam using Year 10 content.
Enriched Knowledge
- Practical uses for food science – changes based on brief
- Job links to food science.
Key Vocabulary
- Research
- Reliable Source
- Non-bias
- Hypothesis
- Investigation
- Independent Variable
- Dependent Variable
- Controlled Variable
- Fair Test
- Analysis
- Evaluation
- Summarize
- Bibliography
- + words specific to brief release in September each year
Core Knowledge and Skills
- This NEA is based on food preparation. Students will be asked to plan, prepare, cook and present a range of dishes to meet a brief. They have to present 3 dishes within 3 hours and submitted a 20-page document showing their research, food trials, planning, practical work and analysis.
- Section A – Research (6 marks)
- + Revision for written exam using Year 10 content.
Enriched Knowledge
- Food trend – based on briefs given
- Skilled used by professional chefs – based on briefs given each year
Key Vocabulary
- Research
- Task Analysis
- Plan
- Prepare
- Cook
- Present
- Suitable
- Reliable Source
- Non-bias
- + words specific to brief release in November each year
Core Knowledge and Skills
- In this half term students begin their practical dish trials to show a range of practical skills, before developing their ideas into a final menu. They then plan how they will use the 3-hour practical.
- Section B – Demonstrating Practical Skills (18 marks)
- Sections C – Planning for the Final Menu (8 marks)
- + Revision for written exam using Year 10 content.
Enriched Knowledge
- Food trends – presentation of food. Changes based on brief
Key Vocabulary
- Cooking Skills (1 – 12 on GCSE Specification)
- Justify
- Sensory Evaluation
- Aroma
- Appearance
- Texture / Mouth Feel
- Taste
- Time Plan
- Order of Work
- Health and Safety
- Contingencies
- + words specific to brief release in November each year
Core Knowledge and Skills
- Students then have a 3-hour practical exam to showcase their final 3 dish menu. After the exam students must analyse and evaluate their menu.
- Section D – Making the Final Dishes (30 marks)
- Section E – Analysis and Evaluation (8 marks)
- Bibliography
- + Revision for written exam using Year 10 content.
Enriched Knowledge
- Time management – link to careers.
Key Vocabulary
- Sensory Evaluation
- Aroma
- Appearance
- Texture / Mouth Feel
- Taste
- Nutritional Analysis
- Cost Analysis
- Improvements
- Reflection
- + words specific to brief release in November each year
Exam Revision - 50% of GCSE
Students will spend their final term beginning their revision for the written exam in June. The exam is worth 50% of the GCSE. The exam is marked out of 100. The first 20 questions are multiple choice, and the remaining questions require long and short written answers ranging from 2 to 8 mark questions.
When revising students will be given the opportunity to work individually, in small groups and as a class. They will be shown how to understand the language of the GCSE paper and how to answer questions effectively.
Core Knowledge and Skills
- Revision of all areas of work from year 10
- Food, Health and Nutrition
- Food Science
- Food Safety
- Food Provenance
- Food Choice
- Food Commodities
- Understanding how to interpret the exam questions – describe, explain, state
- Working on long answer questions, developing model answers individual and as a group
- Developing revision techniques, and revision aids – what works best for students
Enriched Knowledge
- Careers – where food can take you.
Key Vocabulary
- All of Y10 words
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