Design Technology
GCSE Results 2022
| Food & Nutrition | Design & Technology | |
|---|---|---|
| 9-7 | 10% | 16.7% |
| 9-5 | 46.7% | 47.2% |
| 9-4 | 60% | 61.1% |
| 9-1 | 93.3% | 97.2% |
| Hospitality & Catering | |
|---|---|
| Entries | 25 |
| Level 2 Distinction* | 0 |
| Level 2 Distinction | 0 |
| Level 2 Merit | 6 |
| Level 2 Pass | 5 |
| Level 1 Pass | 11 |
| U | 1 |
2023/2024 teaching staff: Mrs G Obee, Mrs K Makey, Mr A Kalam, Mrs C Munanura, Mr M Cooke Miss P Kennedy, Miss V Benwell, Miss K Farrow, Mr P Pearce and Ms A O'Leary.
Follow us on twitter @DesignOakwood
Within Design Technology we look to develop creative and practical skills to help solve 
the issues that affect the world we live in. Through the development from basic skills in year 7, covering topics associated to the environment in year 8 and looking at the world of fashion and trends year 9, we develop a well rounded understanding of the subject and the world around us. Students develop understanding and skills within the same format and structure as the GCSE, building their confidence and ability to work with wood, metal, plastic, textiles, graphics and electronics. We develop skills over the three years ranging from basic hand skills through to using machinery and CAD/CAM in every year.
Food
Through students’ food lessons they cover the same topics as Design Technology, but with a focus on food skills, environmental issues and food choices and science. We develop understanding through practical lessons to get all students practiced at following recipes, using a wide range of kitchen equipment and explore foods from all seasons and from around the world.
Oakwood School – Curriculum Overview
| Faculty | Design Technology |
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| Head of Faculty |
Mrs G Obee |
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Autumn |
Autumn/Spring |
Spring |
Summer |
Rationale |
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Year 7 |
Topic Area/Key Question
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The Basics Tangram Project
10 Lessons |
The Basics Tea Light Project
10 Lessons |
The Basics TechSoft Design Key Tag Project 6 Lessons |
The Basics Eco Torch Project
10 Lessons |
The theme for Y7 is the ‘The Basics’. Most students will not have had accessed at KS2 to design and make things in a workshop environment. The projects introduce pupils to health and safety in the workshop and learning about the three main materials used in DT RM, wood, metals and polymers and electronics Each type of material require different types of workshop skills for it to be made into a product.
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Content covered
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Students will be introduced to developing their workshop practical making skills using wood. They will be using specific tools and equipment to make their tangram puzzle.
Students will learn about: · H&S in the workshop · The different types of wood · How to use a Tenon saw and coping saw · How to use band facer · How to measure and mark out accurately · How to apply quality control in their making skills |
Students will be introduced to developing their workshop practical making skills using metal. They will be using specific tools and equipment to make their tea light holder.
Students will learn about: · H&S in the workshop · The different types of metals · How to create design ideas based on a theme · How to use a junior hacksaw and files · How to use a pillar drill · How to measure and mark out accurately · How to apply quality control in their making skills |
Students will be developing new skills using a CAD program, Techsoft Design to create an acrylic key tag for laser cutting and making a key tag by hand in the workshop
Students will learn about: · H&S in the workshop · How to use Techsoft Design by completing a tutorial guide independently · The different types of polymers · How to use a coping saw · How to use a pillar drill · How to finish edges on polymers · Comparison of hand made and machine-made key tag |
Students will be learning about electronic circuits and components. They will be a making an electronic torch that does not require a battery.
Students will learn about: · H&S in the workshop · The different types of electronic components · How a circuit works · How to use a soldering iron · How to cut and shape torch cover using workshop tools and equipment · How to apply quality control in their making skills
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Assessment
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Students will be assessed in these two areas: · Practical task – completed wooden tangram puzzle · Written task– testing and evaluation of tangram
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Students will be assessed in these two areas: · Practical task – completed metal tea light holder · Written task– development of design ideas
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Students will be assessed in these two areas: · Practical task – two completed key tags · Written task – initial design ideas
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Students will be assessed in these three areas: · Practical task –completed electronic eco torch · Written task– research of the potential user · End of year written test
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Literacy focus
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Categories of timbers and types Names of tools and equipment in the workshop |
Categories of metals and types Names of tools and equipment in the workshop |
Categories of polymers and types Names of tools and equipment in the workshop |
Names of electronic components and their function Names of tools and equipment in the workshop |
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Opportunities (links to careers/EDI/PSHCE)
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Discussion career opportunities in the creative industries. Tangram puzzle based on Chinese culture |
Design themed based on festivals from around the world |
Discussion of career opportunities in CAD/CAM sector |
Discussion of environmental issues related to batteries |
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National Curriculum links / GCSE connections |
· Design – students will undertake a research task to inspire creativity. · Make – students will use specialist tools, techniques and processes to create a product. · Evaluate – critique, evaluate and test finish product. · Technical knowledge – understanding of techniques used and why.
· GCSE DT requires students to be competent in the understanding and knowledge of the three main materials e.g. wood, metals and polymers. By KS4, students are expected to be independently able to use workshop tools and equipment with skill, accuracy and safely to design and make products.
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Autumn |
Autumn/Spring |
Spring |
Summer |
Rationale |
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Year 8 |
Topic Area/Key Question
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The Environment Passive Speaker Project
10 Lessons |
The Environment Upcycled Pen Pot Project 10 Lessons |
The Environment Wind Turbine Project
6 Lessons |
The Environment Nightlight Project
10 Lessons |
All Y8 projects are based on a theme of ‘The environment’. With the current climate crisis and energy security, the projects introduce students to how technology is key to helping solve these problems in the future. The workshop and CAD skill are built upon from Y7 and further developed using higher level of workshop skills and designing skills using CAD software in their projects.
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Content covered
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Students will build on from their workshop practical making skills using wood. They will be using specific tools and equipment to make a pinewood passive speaker. This speaker amplifies sound from a mobile phone but does not require electricity but uses the natural acoustics of pinewood
Students will learn about: · H&S in the workshop · Sustainability of timber · How to use a Tenon saw and coping saw · How to use band facer · How to use Forstner drill bit · How to measure and mark out accurately · How to apply quality control in their making skills · Types of surface finishes |
Students will be developing new skills using a CAD program, Photoshop to create a new label to upcycle a tin can that would normally be thrown away or recycled, the tin can be upcycled into a desirable new pen pot
Students will learn about: · The environmental cost of throwing away tin cans · Upcycled products · How to use key tools in Photoshop · The ethics of Photoshopped images · How edit and manipulate images in Photoshop |
Students will be developing new skills in designing and testing wind turbine blades to create an efficient shape to generate the most amount of electricity using a workshop test rig.
Students will learn about: · How electricity is generated · The environmental cost of generating electricity · Types of green energies · How wind turbines are made · Working in a team with different roles · Testing and evaluating
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Students will build on their workshop practical making skills using electronics and CAD. They will be using specific tools and equipment to make an electronic nightlight circuit and Techsoft design to make the cover for the circuit. The circuit will have a sensor that switches the light on/off depending on the light levels therefore saving energy
Students will learn about: · H&S in the workshop · The environmental of using electricity · The different types of electronic components · How a circuit works · Inputs, process and outputs · How to use a soldering iron · How to bend acrylic using a line bender · How to apply quality control in their making skills
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Assessment
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Students will be assessed in these two areas: · Practical task – completed wooden passive speaker · Written task - initial design ideas
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Students will be assessed in these two areas: · Practical task – completed Photoshop pen pot label · Written task– development of design ideas
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Students will be assessed in these two areas: · Practical task – testing different turbine blade designs · Written task - evaluation of turbine blades
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Students will be assessed in these three areas: · Practical task –completed electronic nightlight · Written task– Analysis of the problem · End of year written test
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Literacy focus
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Sustainablity Types of surface finishes Names of tools and equipment in the workshop |
Key tools in Photoshop Upcycling Recycling Sustainablity
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Sustainablity Types of green energies Finite/Infinite resources Fossil fuels |
Names of electronic components and their function Names of tools and equipment in the workshop |
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Opportunities (links to careers/EDI/PSHCE)
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Discussion of career opportunities in the green industries Access to electricity in developing countries |
Environmental issues relating to recycling and upcycling Discussion of finite resources |
Discussion of finite resources Environmental cost of generating electricity |
Use of technology to reduce electricity consumption in the home |
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National Curriculum links / GCSE connections |
· Design – students will undertake a research task to inspire creativity. · Make – students will use specialist tools, techniques and processes to create a product. · Evaluate – critique, evaluate and test finish product. · Technical knowledge – understanding of techniques used and why · Understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists · Investigate new and emerging technologies · Understanding of inputs and outputs. Use of sensors · The theory aspect of these projects directly feeds into the theory knowledge required for GCSE DT |
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Autumn |
Autumn/Spring |
Spring |
Summer |
Rationale |
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Year 9 |
Topic Area/Key Question
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GCSE Tasters and Design Style GCSE DT Taster GCSE Graphics Taster 10 Lessons |
GCSE Tasters and Design Style Pewter Casting Project
10 Lessons |
GCSE Tasters and Design Style Acrylic Holder Project
10 Lessons |
GCSE Tasters and Design Style Architecture Project
6 Lessons |
Y9 projects are based around the theme of GCSE tasters and design style. All projects look at the work of existing artist, designers and different cultures to help inspire students and get them to think about the world of design. The aim hopefully is to improve their design thinking and the quality of their designs, show how DT can provide a productive career path and to give them the confidence to choose DT for their GCSE.
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Content covered
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Students will be introduced to GCSE tasters for DT and Graphics. Each taster is 5 lessons long and will give students an idea of what to expect for the GCSE option.
GCSE DT Taster Students will be designing a product for a disabled person.
Students will learn about · Overview of GCSE DT · Analyse existing products for disabled people · Analyse the problems experienced by a specific disabled person · Design solutions · Make paper/card models of the solutions · Test and evaluate the final model
GCSE Graphics taster Students will be looking at existing artists and designer’s artwork, copying their style and then using it to promote a business or service. Students will use Photoshop to apply their artwork onto merchandise.
· Overview of GCSE Graphics · Analyse existing artwork from specific artist and designers · Copy their style of art · Create own artwork to promote a business or service · Place your artwork on merchandise using Photoshop. · Evaluate your artwork
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Students will be introduced to developing their workshop practical making skills using pewter. They will be using specific tools and equipment to make a piece of pewter jewellery based on a cultural theme. The mould for the jewellery will be designed using TechSoft design.
Students will learn about: · H&S in the workshop · Pewter and its properties · How to create design ideas based on a cultural theme · How to cast pewter · How to finish pewter to a high shine · How to apply quality control in their making skills |
Students will be introduced to developing their workshop practical making skills using acrylic. They will be using specific tools and equipment to make an acrylic holder for storing items of their choice. The design of the holder will be based a ‘Form v function’ theme.
Students will learn about: · H&S in the workshop · Acrylic and its properties · How to create design ideas based on ‘Form v function’ theme · Research ‘Forn v function’ existing products · Paper/card modelling · How to measure and mark out accurately · How to apply quality control in their making skills |
Students will be introduced to developing their designing skills using CAD software called SketchUp for schools This a is a 3D drawing programme and will be used to design their dream home based specific architect or design style.
Students will learn about: · How to use SketchUp for schools · How improve skills using online 3D drawing tutorials · Research a specific architect, designer and career path · Orthographic drawing · Perspective drawing |
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Assessment
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Students will be assessed in these two areas: · Practical task – completed card model · Design task– Photoshop merchandise
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Students will be assessed in these two areas: · Practical task – completed pewter jewellery · Written task– initial design ideas
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Students will be assessed in these two areas: · Practical task – completed acrylic holder · Written task – testing and evaluation of final product
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Students will be assessed in these three areas: · Design task –completed 3D SketchUp dream home · Written task– research of architect, designer and career path · End of year written test
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Literacy focus
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Photoshop tool names and uses Analysis Evaluation |
Properties of pewter Metal categories Names of tools and equipment in the workshop |
Polymer categories Names of tools and equipment in the workshop |
SketchUp tools and uses Perspective drawing Orthographic drawing Isometric drawing |
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Opportunities (links to careers/EDI/PSHCE)
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Discussion of career opportunities in creative industries
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Discussion of design style of different cultures from past and present. |
Fossil fuel base polymers Plant based polymers |
Discussion on architecture as career path |
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National Curriculum links / GCSE connections |
· Design – students will undertake a research task to inspire creativity. · Make – students will use specialist tools, techniques and processes to create a product. · Evaluate – critique, evaluate and test finish product. · Technical knowledge – understanding of techniques used and why · Develop and communicate design ideas using annotated sketches, detailed plans, 3-Dand mathematical modelling, oral and digital presentations and computer-based tools · Analyse the work of past and present professionals and others to develop and broaden their understanding · Test, evaluate and refine their ideas and products against a specification, considering the views of intended users and other interested groups · GCSE DT tasters are a brief overview of the course with the DT taster using the design context from a previous exam year. The CAD software, SketchUp and Photoshop is a requirement for the coursework in both DT and Graphics respectively. |
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
Rationale |
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Year 10 |
Topic Area/Key Question
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Unit 3 Materials and their working properties
Bookend project
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Unit 4 Common technical principles
Unit 1 New and emerging technologies |
Unit 5b Timber based materials |
Unit 2 Energy, materials, systems and devices |
Unit 2 Energy, materials, systems and devices
Mock exam |
GCSE coursework |
The GCSE consists of: 50% coursework 50% theory exam
Y10 focus is on the theory element with short practical projects to develop skills in the workshop. This should be building on the skills they have already learnt at KS3.
The theory focuses on specific material and properties knowledge as well as the wider implication of the materials, energy consumption and its environmental impact
There are four units of theory to cover in class with one unit completed independently at home using Seneca Learning. At the end of each unit there is a test (50 min)
There is a Mock exam at the end of the year based on all the theory that has been learnt.
Y10 start coursework in Summer 2 term after the design context has been released by the exam board on June 1st.
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Content covered
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Theory Unit 3 · Paper and boards · Natural and manufactured timbers · Metal and alloys · Polymers · Textiles
Practical Bookend project
· H & S in the workshop · Measuring and marking out different types of wood joints · Cutting and shaping wood joints · Testing wood joints · Making final wood joint for bookend · Designing and making an insert theme for bookend · Types of surface finish for timber · How to apply quality control in their making skills |
Theory Unit 4 · Forces · Improving functionality · Ecological and social footprint · The six 6’s · Scales of production
Unit 1 · New and emerging technologies Students complete this topic online using Seneca Learning
Practical Headphone holder project
· H&S in the workshop · Design ideas · Techsoft design tutorial · CAD template for holder · Making holder using workshop tools and equipment · How to apply quality control in their making skills
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Theory Unit 5 · Sources, origins and properties · Working with timber-based materials · Commercial manufacturing, surface treatment and finishes
Practical Pewter key tag project
· H&S in the workshop · Pewter and its properties recap · How to create design ideas based on a chosen designer’s style · How to cast pewter recap · How to finish pewter to a high shine · How to apply quality control in their making skills
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Theory Unit 2 · Energy Generation · Modern materials · Smart Materials · Composite and technical textiles
Practical Chair project
· Research designers and design movements · Design model chair in TechSoft design · 3D final design in SketchUp. · Present Chair design in Orthographic using SketchUp · Laser cut chair design · Assembly and final chair design · How to apply quality control in their making skills
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Theory · Systems approach · Electronic systems processing · Mechanical devices
Revision preparation for end of unit test and mock exam |
NEA Coursework
Students start NEA coursework once context has been given by exam board
Outline of pages to complete:
Section A Investigation
· Title page · Analysis of the task · Initial design ideas · Client and Target User analysis · Product Analysis · Investigating the Work of Others |
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Assessment
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Students will be assessed in these three areas: · End of unit 3 test · Unit 3 HW · Practical task – completed bookend
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Students will be assessed in these three areas: · End of unit 4 test · Unit 4 HW · Practical task – completed headphone holder
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Students will be assessed in these three areas: · End of unit 5b test · Unit 5B HW · Practical task – completed pewter key tag
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Students will be assessed in these two areas: · Unit 1 Seneca Learning · Practical task – completed model chair
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Students will be assessed in these three areas: · End of unit 2 test · Unit 2 HW · Mock exam
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Literacy focus
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Material type, properties and uses
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The 6 R’s Carbon footprint |
Types of surface treatments and application |
New and smart materials, type and application |
Practice in the understanding and use of command words in written exam. Reading and analysing exam questions |
Analysing products using a set criteria list Correct use of spelling, grammar and punctation in coursework |
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Opportunities (links to careers/EDI/PSHCE)
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Sustainability of materials, finite and infinite resources |
Topics covering environmental, ecological and social issues |
Sustainability of timber production, FSC stewardship, illegal logging |
Energy generation using finite and infinite energy sources. New developments in material technologies |
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Links to GCSE syllabus /AO |
3.1 Core Technical Principles
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3.2 Specialist technical principles |
3.2 Specialist technical principles |
3.1 Core Technical Principles
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3.1 Core Technical Principles
AO4: Demonstrate and apply knowledge and understanding of: · technical principles · designing and making principles.
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3.3 Designing and making principles
NEA AO1 - Investigation |
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
Rationale |
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Year 11 |
Topic Area/Key Question
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GCSE Coursework NEA |
GCSE Coursework NEA Mock Exam Revision |
GCSE Coursework NEA |
NEA Catch-Up Exam Revision and Practice |
Exam Revision and Practice |
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In Y11, the focus of the year is successfully completing the NEA. Students continue to investigate the design context given by the exam board to help develop their design ideas using an iterative process of research, design and evaluation before moving onto the next stage of development of their ideas. This is a process used in industry to help develop new products and ideas. The drawing and CAD skills learnt in KS3 and Y10 will help visualise design thinking towards creating a solution for the design problem. Once a final design has been modelled both in card/foam and using CAD, a final product will be made using RM materials that students are familiar with from Y7. The main material used will be timber as this is the material used for most RM projects in KS3 and KS4. It is also the key focus for their specialist knowledge section for the theory exam. Key to success in the NEA is completing coursework to a good standard and meeting deadlines on time Also acting on feedback regularly will also improve their NEA mark.
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Content covered
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Section A Investigation · Title page · Analysis of the task · Initial design ideas · Client and Target User analysis · Product Analysis · Investigating the Work of Others
Section B Design brief and Specification
· The Problem, Design Brief and Specification |
Section C Design possibilities · Generation of Design Ideas · Analysis of ideas against the Specification · Design development · Manufacturing specification · Working drawing · Making diary Section D Making Prototype · In workshop making final prototype · Photos of final product
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Section E Testing and evaluation · Evaluation of Final Product against the Design specification · 3rd Party Testing · Product Testing · Final Evaluation and Commercial Modification
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Afterschool and lunchtime sessions for students behind on NEA
Review theory notes from Y10 and practice exam questions
Complete topic questions using Seneca learning
Practice Section A multiple choice core technical principles questions
Practice Section B specialist technical principles questions
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Review theory notes from Y10 and practice exam questions
Complete topic questions using Seneca learning
Review design and making principle topics.
Practice Section C designing and making questions
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Assessment
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NEA Section A Mark NEA Section B Mark Deadline: End of Autumn 1 |
NEA C Mark NEA D Mark Mock Exam Mark
Deadline: End of Autumn 2 |
NEA E Mark
Deadline: End of Spring 1 |
NEA overall mark Seneca Learning Mark |
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Literacy focus
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Correct use of spelling, grammar and punctation in coursework Use of DT technical language |
Correct use of spelling, grammar and punctation in coursework Use of DT technical language
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Correct use of spelling, grammar and punctation in coursework
Use of DT technical language |
Practice in the understanding and use of command words in written exam. Reading and analysing exam questions
Use of DT technical language in exam
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Practice in the understanding and use of command words in written exam. Reading and analysing exam questions
Use of DT technical language in exam
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Opportunities (links to careers/EDI/PSHCE)
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Research must include environmental and social issues related to design problem Analysis of user and target market |
Annotation of ideas must consider environmental and social impact of designs |
Life cycle of final product must be discussed |
Predicated grades discussed and opportunities for improvement |
Discussion on long answer questions based on environment topic |
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Links to GCSE syllabus /AO |
AO1: Identify, investigate and outline design possibilities to address needs and wants.
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AO2: Design and make prototypes that are fit for purpose.
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AO3: Analyse and evaluate: · design decisions and outcomes, including for prototypes made by themselves and others · wider issues in design and technology.
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AO4: Demonstrate and apply knowledge and understanding of: · technical principles designing and making principles |
AO4: Demonstrate and apply knowledge and understanding of: · technical principles · designing and making principles |
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KS4 Specification
We can offer up to 5 GCSE for students to take in year 10 and 11. Allowing students to specialise in an areas of Design technology that best suits their skills and interests. They will have 6 hours every 2 weeks which will be split between developing skills and project work and preparing for the exam at the end of year 11.
Design Technology
Design Technology is the perfect course for those that enjoy their time in the workshop, designing practical solutions to issues, exploring the wider world of Design Technology and the impact it and we have on the world around us. GCSE Design and Technology will prepare students to participate confidently and successfully in an increasingly technological world. Students will gain awareness and learn from wider influences on Design and Technology.
Written Paper
Section A – Core technical principles (20 marks)
A mixture of multiple choice and short answer questions assessing a breadth of technical knowledge and understanding.
Section B – Specialist technical principles (30 marks)
Several short answer questions (2–5 marks) and one extended response to assess a more in depth knowledge of technical principles.
Section C – Designing and making principles (50 marks)
A mixture of short answer and extended response questions.
NEA
Students are given a starting point where they then need to find a clear problems within the starting point to try and solve through a practical design project.
Assessment criteria:
Identifying and investigating design possibilities
Producing a design brief and specification
Generating design ideas
Developing design ideas
Realising design ideas
Analysing & evaluating
Graphic Communication
Graphic Communication follows the Art and Design GCSE structure and allows students to develop their practical skills in a more creative way. Each student will create a personal portfolio of work that will allow them to explore a wide range of areas and continue to develop new skills.
Component 1: Personal Portfolio - 60% of the qualification this runs throughout the course up to the start of component 2. These portfolios demonstrate the development of a student’s skills and understanding of the subject.
Component 2: Externally Set Assignment – 40% of the qualification. Students to develop and explore ideas that culminates in a 10 hour sustained focus period of a number of days, where they will demonstrate the skills developed through component one.
Food preparation and Nutrition
The WJEC Eduqas GCSE in Food Preparation and Nutrition 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 in order to be able to feed themselves and others affordably and nutritiously, now and later in life.
Oakwood School – Curriculum Overview
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3 half terms |
3 half terms |
Rationale |
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Year 8 |
Topic Area/Key Question
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The environment Food Preparation and Nutrition |
The environment Textiles |
Food preparation and nutrition – This unit will explore how the production of food impacts the environment, whilst building on previous skills and knowledge of what is required to keep fit and healthy.
Textiles – Students will reinforce previous skills to create a product that has less impact on the environment. Existing products will be reviewed to help aid the creation of their own design.
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Content covered
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Students will build on their skills to continue developing a range of dishes to instil a love of cooking.
Students will concentrate on learning about the impact of food production on the environment. Exploring · seasonal/local foods · importance of food sustainability · food security · how foods can be preserved · food provenance · wastage, the impact and how to reduce waste.
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Students will look at issues that impact the environment within the textiles industry. Exploring waste, how waste impacts the environment and how waste can be reused within the industry.
Students will; · learn to create a basic pattern · reinforce machine skills · learn how to secure fabric · learn how to embellish a product |
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Assessment
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Students will be assessed in the following areas; · practical task – peel, knife, grate, fry/sauté, simmer, portion · written task – farm to fork - meat · planning task – time plan knowledge – end of unit test |
Students will be assessed in the following areas; · practical task – fabric storage roll · research task – recycled or sustainable fabrics · design task – roll case design · knowledge – end of unit test |
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Literacy focus
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Students will continue to use recipes to create dishes, building on vocabulary. A written piece will be assessed, explaining how meat is produced from the farm to fork. Students will be encouraged to read current articles to understand the current issues faced within the food industry. |
Students will have the opportunity to read articles that are related to the topic. Students understanding will be assessed within the extend written task. |
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Opportunities (links to careers/EDI/PSHCE)
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We will continue to explore different careers within the food industry. |
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National Curriculum links / GCSE connections |
Students will extend competency in a range of cooking techniques by creating a repertoire of predominantly savoury dishes. As part of their work with food, they will reinforce how to apply the principles of nutrition and healthy eating. Students will continue to learn where food comes from, seasonality and explore the characteristics of ingredients. |
Design – identify and solve their own problem. Develop and communicate design ideas. Make – Broaden skills to develop and working product. Evaluate – analyse the work of others to develop understanding.
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3 half terms |
1 term |
Half term |
Rationale |
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Year 9 |
Topic Area/Key Question
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Tasters Food Preparation and Nutrition, Hospitality and Catering, Textiles |
Food choices |
Life skills |
Tasters – These units will provide students with key information on how the courses are structured for GCSE, as well as give an insight into the NEA’s.
Food choices – This unit will give students an insight into the range of factors that can contribute to food choice, therefore providing them with the skills and confidence to adapt recipes as required.
Life skills – This unit looks at providing students with the skills to budget and plan, whilst using knowledge gained to maintain a fit and healthy lifestyle.
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Content covered
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Students will spend half a term on each GCSE option to gain an understanding of what each course entails.
FPN – students will undertake a mini NEA1, focussing on the science of food.
H&C – students will review a mini brief, creating designs and focussing on presentation and portion sizing.
Textiles – students will explore different decorative techniques. |
Within this unit students will explore the factors affecting food choices. These will be taken into consideration to create a selection of dishes. |
Students will explore considerations that are required to feed themselves now and in the future. |
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Assessment
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FPN – written task – function of ingredients in bread H&C – time plan Textiles – execution of techniques |
Planning task – time plan Practical task – crush, peel, knife, zest, juice, grill, mix |
Practical task – measure, peel, knife, stir-fry, simmer |
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Literacy focus
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FPN – food science vocabulary H&C – key subject specific vocabulary will be demonstrated when creating time plan Textiles – subject specific techniques |
Students will continue to be expected to read recipes to create dishes. |
Students will continue to be expected to read recipes to create dishes. |
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Opportunities (links to careers/EDI/PSHCE)
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All tasters will review further pathways if students wish to progress. |
The importance of considering dietary requirements when preparing food for others. |
How to budget and cost food to provide a nutritional diet. |
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National Curriculum links / GCSE connections |
GCSE – undertaking mini NEA tasks. |
GCSE – food choices, cultures and cuisines. |
Performing everyday tasks confidently. |
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
Rationale |
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Year 10 |
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Literacy focus
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
Rationale |
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Year 11 |
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Assessment
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Literacy focus
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Links to GCSE syllabus /AO |
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Oakwood School – Curriculum Overview
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
Rationale |
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Year 10 |
Topic Area/Key Question
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Fruit and vegetables |
Milk, cheese and yoghurt |
Cereals |
Meat, fish, poultry, eggs |
Butter, oils, margarine, sugar and syrup |
Soya, tofu, beans, nuts, seeds |
This course equips students with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating. Students are encouraged to cook, enabling them to make informed decisions about food and nutrition and allows them to acquire the knowledge in order to feed themselves ad others affordably and nutritiously now, and later in life. |
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Content covered
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· Provenance · How it is grown and processed · Nutritional values · Dietary considerations · Classifications of fruit and vegetables · Food science · NEA 1 mini investigation · Food hygiene and safety · Storage |
· Provenance – local vs national · Food wastage and sustainability · Classification · Nutritional values · Dietary considerations · Food science · Food hygiene and safety · Storage · NEA1 mini investigation |
· Provenance · How it is grown and processed · Classification · Nutritional values · Dietary considerations · Food science · NEA2 mini research and planning task
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· Provenance · How it is reared and processed · Classification · Nutritional values · Dietary considerations · Food science · NEA2 mini planning and evaluation task
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· Provenance · How the commodity is grown/ reared and processed · Classification · Nutritional values · Dietary considerations · Food science · NEA2 time plan |
· Provenance · How the commodity is grown · Classification · Nutritional values · Dietary considerations · Food science · Food hygiene and safety · NEA2 2 dishes cooked in 2 hours |
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Assessment
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· Mini NEA1 – enzymic browning · Teacake challenge · End of unit test |
· Dovetailed time plan · Lamb cupcakes · End of unit test |
· Mini NEA2 research and planning task · Lemon meringue pie · End of unit test |
· Mini NEA2 task planning and evaluation · Fish practical · End of unit test |
· Dovetailed time plan · Mille feuille · End of unit test |
· Mock paper · Mock 2-hour cook · End of unit test |
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Literacy focus
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Students do extended writing and answer exam-style questions in lessons to prepare for GCSE. Students are introduced to subject specific vocabulary and will record the meaning. |
Students create a detailed dovetailed time plan using subject specific terminology, and answer exam-style questions in lessons to prepare for GCSE. Students are introduced to subject specific vocabulary and will record the meaning. |
Students do extended writing and answer exam-style questions in lessons to prepare for GCSE. Students are introduced to subject specific vocabulary and will record the meaning. |
Students do extended writing and answer exam-style questions in lessons to prepare for GCSE. Students are introduced to subject specific vocabulary and will record the meaning. |
Students create a detailed dovetailed time plan using subject specific terminology, and answer exam-style questions in lessons to prepare for GCSE. Students are introduced to subject specific vocabulary and will record the meaning. |
Students answer exam-style questions in lessons to prepare for GCSE. Students are introduced to subject specific vocabulary and will record the meaning. |
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Opportunities (links to careers/EDI/PSHCE)
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Understanding of; · how the commodity is grown and processed · how products in the commodity are classified · how to store, prepare and cook the commodity and effects of different cooking methods · effects of the commodity on the body · commodity specific dietary considerations |
Understanding of; · how the commodity is grown and processed · how products in the commodity are classified · how to store, prepare and cook the commodity and effects of different cooking methods · effects of the commodity on the body commodity specific dietary considerations |
Understanding of; · how the commodity is grown and processed · how products in the commodity are classified · how to store, prepare and cook the commodity and effects of different cooking methods · effects of the commodity on the body commodity specific dietary considerations |
Understanding of; · how the commodity is grown and processed · how products in the commodity are classified · how to store, prepare and cook the commodity and effects of different cooking methods · effects of the commodity on the body commodity specific dietary considerations |
Understanding of; · how the commodity is grown and processed · how products in the commodity are classified · how to store, prepare and cook the commodity and effects of different cooking methods · effects of the commodity on the body commodity specific dietary considerations |
Understanding of; · how the commodity is grown and processed · how products in the commodity are classified · how to store, prepare and cook the commodity and effects of different cooking methods · effects of the commodity on the body commodity specific dietary considerations |
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Links to GCSE syllabus /AO |
Prepares students for GCSE FPN paper and NEA 1 |
Prepares students for GCSE FPN paper and NEA 1 |
Prepares students for GCSE FPN paper and NEA 2 |
Prepares students for GCSE FPN paper and NEA 2 |
Prepares students for GCSE FPN paper and NEA 2 |
Prepares students for GCSE FPN paper and NEA 2 |
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Autumn 1 |
Autumn 2, Spring 1, Spring 2 |
Summer 1 |
Rationale |
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Year 11 |
Topic Area/Key Question
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NEA1 |
NEA2 |
Exam preparation |
Within this unit students will familiarise themselves with the controlled assessments before undertaking them, to provide the opportunity to reach their potential.
Following this, students will undertake a baseline test and rag rate the key subject areas to test their current knowledge and understanding. This will be used to direct the direction to prepare for the final written paper.
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Content covered
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Students will recap the principles of how to conduct NEA1, ensuring they are familiar with the mark scheme before then undertaking their first controlled assessment task.
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Students will recap the principles of how to conduct NEA2, ensuring they are familiar with the mark scheme before then undertaking their second controlled assessment task.
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Students will recap knowledge learnt previously and will identify any areas not covered sufficiently in Year 10. General revision and exam paper technique will then be the focus. |
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Assessment
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NEA1 |
NEA2 Mock paper |
Exam questions |
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Literacy focus
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Students will be writing an extended report. |
Students will be writing an extended report. |
Students will focus on command words to prepare for exam questioning. |
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Opportunities (links to careers/EDI/PSHCE)
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Understanding of food science and how foods are developed. |
Understanding of planning, preparing and evaluating meal plans. |
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Links to GCSE syllabus /AO |
GCSE FPN NEA1 |
GCSE FPN NEA2 |
GCSE FPN written paper |
Component 1; written paper looking at the Principles of Food Preparation and Nutrition.
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% of GCSE |
Duration |
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50% |
1hr 45 min |
Areas of Content
1. Food commodities
2. Principles of nutrition
3. Diet and good health
4. The science of food
5. Where food comes from
6. Cooking and food preparation
Component 2 Food Preparation and Nutrition in action (Non-examination assessment)
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% of GCSE |
Assessment one |
Assessment two |
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50% |
Food science experiment focusing on the scientific underlying the preparation and cooking of food |
Prepare, cook and present dishes for a menu. Demonstrating learners knowledge, skills and understanding in relation to the planning, preparation, cooking and presentation of food |
Hospitality and Catering Level 1/2 award
Hospitality and Catering focuses on how every area of the industry works. Students will gain a greater understanding of everything from the structure in different establishments to Healthy and safety laws and expectations.
Component one: Hospitality and Catering industry
This unit is externally assessed. The on line external assessment will be available in the June of each year. The specification for the external assessment is as follows:
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Marks |
Duration |
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90 |
90 minuets |
Component two: Hospitality and Catering in action
This unit is internally assessed:
Research, plan and cook two dishes demonstrating your practical cooking skills.
The assessment theme will be set by the exam board and students will be expected to create two dishes that fit the brief and demonstrate their skills.
