Autumn

Spring

Spring

Rationale

Year 7

Topic Area/Key Question

The Basics

Tangram Project

12 Lessons

The Basics

Phone Holder Project

12 Lessons

The Basics

TechSoft Design Key Tag Project

12 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. Each type of material requires different types of workshop skills for it to be made into a product.

Content covered

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 phone 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

Assessment

Students will be assessed in these two areas:

·         Practical task – completed wooden tangram puzzle

·         Written task– testing and evaluation of tangram

Students will be assessed in these two areas:

·         Practical task – completed metal phone holder holder

·         Written task– development of design ideas

Students will be assessed in these two areas:

·         Practical task – two completed key tags

·         Written task – initial design ideas

Literacy focus

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

Opportunities (links to careers/EDI/PSHCE)

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

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.

Autumn

Spring

Summer

Rationale

Year 8

Topic Area/Key Question

The Environment

Passive Speaker Project

12 Lessons

The Environment

Upcycled Pen Pot Project

12 Lessons

The Environment

Eco Torch Project

12 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. Pupils are also introduced to electronics and how they can be used to reduce our environmental impact.

Content covered

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 create a template

·         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 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

Assessment

Students will be assessed in these two areas:

·         Practical task – completed wooden passive speaker

·         Written task - initial design ideas

Students will be assessed in these two areas:

·         Practical task – completed Photoshop pen pot label

·         Written task– development of design ideas

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

Literacy focus

Sustainability

Types of surface finishes

Names of tools and equipment in the workshop

Key tools in Photoshop

Upcycling

Recycling

Sustainability

Names of electronic components and their function

Sustainability

Types of green energies

Finite/Infinite resources

Fossil fuels

Opportunities (links to careers/EDI/PSHCE)

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

Use of technology to reduce electricity consumption in the home

Discussion of finite resources

Environmental cost of generating electricity

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

Autumn/Spring 1

Spring2/Summer

Rationale

Year 9

Topic Area/Key Question

GCSE Mini NEA

Children’s Toy Project

20 Lessons

GCSE Tasters and Design Style

Pewter Casting Project

16 Lessons

Y9 projects are based on completing a mini-NEA project and producing products which have a cultural or design movement theme. 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.

Content covered

Students will be introduced to the format of a GCSE project, going through the design process to produce final product based on a client’s needs and wants.

Students will learn about:

·         H&S in the workshop

·         Client’s needs and wants

·         Product analysis

·         Ergonomics

·         Design Brief and Specification

·         3D drawing skills

·         Developing ideas

·         Timbers, Metals and Polymers and their properties

·         Surface finishes

·         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 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

·         Creating graphics for packaging using Photoshop

·         Packaging using vacuum forming

·          

Assessment

Students will be assessed in these three areas:

·         Practical task – completed children’s toy

·         Written task – Design brief and specification. Development of chosen idea

Students will be assessed in these three areas:

·         Practical task – completed pewter jewellery

·         Written task– initial design ideas and evaluation of final product

Literacy focus

Timber, metal and polymer categories

Names of tools and equipment in the workshop

Properties of pewter

Metal categories

Names of tools and equipment in the workshop

Opportunities (links to careers/EDI/PSHCE)

Discussion on importance of play for young children (social factors)

Discussion of design style of different cultures from past and present.

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 Mini NEA gives students an insight into what is expected for the NEA element of the course. The design context used is from the current Y10/Y11 project. The CAD software, TechSoft Design and SketchUp is a requirement for the NEA coursework

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Rationale

Year 10

Topic Area/Key Question

Unit 3 Materials and their working properties

Bookend project

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 1^st.

Content covered

Theory

Unit 3

·         Paper and boards

·         Natural and manufactured timbers

·         Metal and alloys

·         Polymers

·         Textiles

Practical

Earphone wrap project

·         H&S in the workshop

·         Design ideas

·         TechSoft design tutorial

·         CAD template for holder

·         Making wrap using workshop tools and equipment

·         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

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

Theory

Unit 5

·         Sources, origins and properties

·         Working with timber-based materials

·         Commercial manufacturing, surface treatment and finishes

Theory

Unit 2

·         Energy Generation

·         Modern materials

·         Smart Materials

·         Composite and technical textiles

Practical

Pen Pot project

·         H & S in the workshop

·         Measuring and marking out different types of wood joints

·         Cutting and shaping wood joints

·         Testing wood joints

·         Making pen pot with four different types of wood joints

·         Designing and making an insert for pen pot

·         Types of surface finish for timber

How to apply quality control in their making skills

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

Assessment

Students will be assessed in these three areas:

·         End of unit 3 test

·         Unit 3 HW

·         Practical task – completed earphone wrap

Students will be assessed in these three areas:

·         End of unit 4 test

·         Unit 4 HW

·         Practical task –Completed model chair

Students will be assessed in these three areas:

·         End of unit 5b test

·         Unit 5B HW

Students will be assessed in these two areas:

·         Unit 1 Seneca Learning

·         Practical task – completed pen pot

Students will be assessed in these three areas:

·         End of unit 2 test

·         Unit 2 HW

·         Mock exam

Literacy focus

Material type, properties and uses

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

Opportunities (links to careers/EDI/PSHCE)

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

Links to GCSE syllabus /AO

3.1 Core Technical Principles

3.2 Specialist technical principles

3.2 Specialist technical principles

3.1 Core Technical Principles

3.1 Core Technical Principles

AO4: Demonstrate and apply knowledge and understanding of:

·         technical principles

·         designing and making principles.

3.3 Designing and making principles

NEA AO1 - Investigation

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Rationale

Year 11

Topic Area/Key Question

GCSE Coursework

NEA

GCSE Coursework

NEA

Mock Exam Revision

GCSE Coursework

NEA

NEA Catch-Up

Exam Revision and Practice

Exam Revision and Practice

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.

Content covered

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

Section E Testing and evaluation

·         Evaluation of Final Product against the Design specification 

·         3rd Party Testing

·         Product Testing

·         Final Evaluation and Commercial Modification

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

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

Assessment

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

Literacy focus

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

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

Practice in the understanding and use of command words in written exam.

Reading and analysing exam questions

Use of DT technical language in exam

Opportunities (links to careers/EDI/PSHCE)

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

Links to GCSE syllabus /AO

AO1: Identify, investigate and outline design possibilities to address needs and wants.

AO2: Design and make prototypes that are fit for purpose.

AO3: Analyse and evaluate:

·         design decisions and outcomes, including for prototypes made by themselves and others

·         wider issues in design and technology.

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

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Rationale

Year 10

Topic Area/Key Question

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.

Content covered

·         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

·         Provenance

·         How it is reared and processed

·         Classification

·         Nutritional values

·         Dietary considerations

·         Food science

·         NEA2 mini planning and evaluation task

·         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

Assessment

·         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

Literacy focus

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.

Opportunities (links to careers/EDI/PSHCE)

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

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

Autumn 1

Autumn 2, Spring 1, Spring 2

Summer 1

Rationale

Year 11

Topic Area/Key Question

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.

Content covered

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.

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.

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.

Assessment

NEA1

NEA2

Mock paper

Exam questions

Literacy focus

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.

Opportunities (links to careers/EDI/PSHCE)

Understanding of food science and how foods are developed.

Understanding of planning, preparing and evaluating meal plans.

Links to GCSE syllabus /AO

GCSE FPN NEA1

GCSE FPN NEA2

GCSE FPN written paper