| Key Stage 3 | Content | Skills |
|---|---|---|
| Year 7 |
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Experience fun and exciting projects that teach valuable skills in the workshop, understanding different materials and how they work. Students can cook safely and hygienically using a range of techniques. Keyrack project Clock project Food |
| Year 8 |
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Students use previous knowledge to solve problems, work independently and deepen their understanding of materials, processes, and the world around them. They produce practical outcomes that are of high quality and understand how to improve. Students celebrate diversity and innovation. Bottle Coats Shut the box Food technology |
| Year 9 |
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Students can confidentially choose their own equipment. They can plan and answer extended writing questions. They use their knowledge and understanding from KS3 to answer GCSE questions from the topics they have covered. Students are thoughtful designers and can suggest ways to improve the sustainability of products. Skills project Measuring Autometer toy Precision Food Technology Hygiene and Safety |
| Key Stage 4 – Design & Technology GCSE Exam Board AQA | ||
| Year 10 | New & emerging technologies; Energy generation & storage; Developments in new materials; Systems approach to design; Mechanical devices, Materials & working properties; The work of others. June- NEA Pupils choose from a list of topics from the exam board. Pupils to finish AO1 (Investigation, specification and design brief) by the end of term |
Exciting, real-life projects. Deepen understanding of DT in the world around us whilst developing products that help various needs and users. Pupils to have the opportunity to work with those in industry or from outside organisations. Students will develop use of subject specific language whilst completing extended writing. Written communication |
| Year 11 |
NEA- Complete all remaining sections of the NEA (Design, Make and evaluate) Hand in date before February half term. In depth theory of one material- Selection of materials & components; Forces & stresses; Ecological & social footprint; Sources & origins, Working with materials; Stick forms; Scales of production; Surface treatments & finishes. Revision and revision techniques |
Independent work on a project which focuses on an iterative design process to solve user centred problems. Students are ready to move on to further education. Through a rich cultural capital students can thrive confidentially in society. Written communication |
| Key Stage 4- Food Preparation & Nutrition GCSE Exam Board EDUQAS | ||
| Year 10 |
Food commodities; Principles of Nutrition; Diet & good health; The science of food; Cooking & food preparation. Students will develop their practical skills by cooking a range of medium-high skilled recipes once a fortnight. They will also develop their knowledge and understanding of properties of ingredients and scientific principles through practical investigation. |
Students will be able to plan, prepare and cook a range of high skilled dishes, demonstrating a range of technical skills whilst explaining the science behind the food they are making. Students will have a good understanding of the world around them, showing that they understand ways society can reduce their carbon footprint and make more sustainable choices. Students will develop use of subject specific language whilst completing extended writing. Written communication |
| Year 11 |
NEA 1- Food investigation- Half term 1 autumn term. NEA 2- Plan, prepare and cook a three-course meal. From November to February. Revision |
Independent work on projects which focuses on the science behind food and developing a high skilled meal. Students are ready to move on to further education or into industry. Students will leave Burton Borough with the life skills needed to make informed decisions regarding sustainability, food preparation and health and safety. Students will be resilient problem solvers who are in a strong position to further develop their leadership skills. See above plus: |
For more information regarding the Design & Technology Curriculum please contact the Head of Department via our contact form.
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Curriculum Plan – Year 7 Clocks |
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Intent Design and Technology at Burton Borough School inspires the next generation of innovators to question the world around them, thinking creatively in order to solve problems and improve solutions. Learners will have the confidence to develop their solutions independently, showing resilience when faced with challenges. They will be able to incorporate their knowledge, skill and understanding from Design and Technology and a range of other sources during lessons and outside of school. Design and Technology at Burton Borough School provides pupils with the life skills needed in everyday situations, including how to maintain a healthy, nutritious diet. In Design and Technology we aim to stimulate an interest in possible future careers in STEM.
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Year 7 |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
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Introduction to clock Design Brief and what the 6R’s stand for. |
Find out what the 6’s are and explain what each one represents and why.
What does the term sustainable mean?
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Critical thinking- How can the 6 R’s be applied to you? Communication- Class discussion Citizenship- How our choices impacts global warming. |
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The FSC and other relevant bodies |
Understand what the term FSC stands for.
Understand and acknowledge other relevant bodies that oversee various areas of involvement with wood products.
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SENACA- Revision topics 3.1 3.2 3.3 3.4; Assessment- 1.3.1 Timber |
Critical thinking- Consideration of the global impact of timber production. Communication- Class discussion |
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Isometric and Oblique drawing |
Understand what Isometric and oblique drawings are and to address any misconceptions of how to draw them.
To draw isometric shapes that progressively get harder.
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Creativity- Drawing skills |
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One point and two point perspective drawing |
Understand what one point and two point perspective drawings are
Understand the different terminology used in these drawings.
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Creativity- Drawing skills |
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Start initial designs of their clocks |
To be able to describe what an initial design is
To be able to critically analyses a peers design, understanding where improvements could be made.
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Creativity- Drawing skills Communication- Through design work and annotation |
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Develop final design of their clock |
To be able to understand why we draft initial designs before using all important and key features in a final design that is fully annotated in detail.
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Creativity- Drawing skills Communication- Through design work and annotation |
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Alternative Power Sources |
Understand what the different sources of alternative power are by name. |
Re-sit SENACA- Revision topics 3.1 3.2 3.3 3.4; Assessment- 1.3.1 Timber to see progression in learning. |
Critical thinking- Consideration of the environment, sustainability, use of fossil fuels. Citizenship- How our choices of energy impacts Earth. |
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Different tools and joining methods |
What are permanent and non-permanent fixings.
What are their advantages and disadvantages are depending on what material they are used on.
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Creativity- Practical skills Collaboration- Learning from others |
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Clock project practical |
Identify the use and need of a manufacturing plan. To be able to recall their manufacturing plan on both tools and fixing methods but also health and safety when working with new tools and machines. To understand why we finish materials or apply a finish. |
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Creativity- Practical skills Growth mindset- Showing resilience and self- regulation. |
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Evaluation |
To be able to evaluate our products successfully against our specification and manufacturing plan.
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Critical thinking- Evaluating progress and project. Communication- Written and verbal communication.
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Assessment 2 |
Students in year 7 will sit two formal written assessments. Students will sit the tests appropriate to their learning journey as they are on a rotation system. |
CAD/CAM Timber FSC 6 R’s for sustainability Power sources Hazards Area Tools Cross contamination Bread-making Fibre Food labels |
Growth mindset- working through challenges.
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Curriculum Plan – Food technology Year 7 |
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Intent Design and Technology at Burton Borough School inspires the next generation of innovators to question the world around them, thinking creatively in order to solve problems and improve solutions. Learners will have the confidence to develop their solutions independently, showing resilience when faced with challenges. They will be able to incorporate their knowledge, skill and understanding from Design and Technology and a range of other sources during lessons and outside of school. Design and Technology at Burton Borough School provides pupils with the life skills needed in everyday situations, including how to maintain a healthy, nutritious diet. In Design and Technology we aim to stimulate an interest in possible future careers in STEM |
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Year 7 |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
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Kitchen hazards |
To be able to identify and evaluate health and safety hazards in a kitchen. |
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Citizenship- How to keep safe and keep others safe. |
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Fruit Salad |
To be able to create a fruit salad safely and hygienically. Select the correct equipment and chopping boards.
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Collaboration-Team work in the kitchen Citizenship- safety |
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Bacterial growth |
To be able to describe the 4 conditions which accelerate bacterial growth. To describe why fruit juice is added to a fruit salad.
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SENACA- Food- EDUQAS. Revision topics 2.1, 2.2. Assessment 1.2.1 Macronutrients |
Critical thinking- making connections between conditions and bacteria. |
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Fruit Crumble |
To be able to demonstrate and explain the rubbing in method. |
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Communication- between students and staff and students. Growth mindset- resilience. |
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Sensory analysis |
To able to carry out sensory analysis on a dish of food |
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Creativity- Use of language Collaboration- team work and discussion. |
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Fruit Fairy Cakes |
To understand the scientific changes which take place when making a cake. |
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Critical thinking- making connections between processes, ingredients, and outcomes. |
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Cross-contamination |
To able to understand the 4 C’s and why we use them. |
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Citizenship- Safety Critical thinking- making connections |
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Soda Bread |
To be able to weigh out ingredients in grams and measure water in ML. To be able to knead dough by hand and create bread rolls. Understand raising agents.
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Creativity- shaping the loaf. Collaboration- working safety and hygienically. |
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Fermentation |
To be able to understand fermentation and the use of microorganisms, such as yeast, to produce C02. |
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Critical thinking- making connections Growth mindset- self-regulation and metacognition |
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Sausage Rolls |
To understand the process of lamination in puff pastry. To be able to shape the sausage rolls and demonstrate portion control. |
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Creativity- shaping the sausage rolls
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Fibre and water |
To be able to understand and describe how water and fibre effect the body. To evaluate what bodily functions are helped by being hydrated.
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SENACA- Food- EDUQAS. Revision topics 2.1, 2.2. Assessment 1.2.1 Macronutrients. Progress homework |
Citizenship- how access to nutrition can impact lifestyles Critical thinking- making connections, evaluating. |
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Flapjacks |
To be able to use the melting process. Flapjacks or energy bars dependent on time. To be able to use microwave safely to melt butter, glass bowl and hot water for chocolate melting. |
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Collaboration- sharing, working together, teamwork. |
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Food groups |
To understand the 5 food groups and their effects on the body. Be able to evaluate a healthy diet. |
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Critical thinking- analysis, making connections |
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Pasta Salad |
To understand the term al dente. To learn how cooked pasta becomes a high risk food. To be able to store food safely. |
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Communication- with each other to work respectfully and as part of a team-Collaboration. |
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Food labels |
To be able to understand the importance of food labelling and date marks.
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Critical thinking- making connections, identifying patterns with food labels and food waste. |
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Ratatouille |
To understand how this dish can contribute towards a balanced diet. To make suggestions to improve this dish nutritionally. |
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Growth mindset- to be able to work as independently as possible, demonstrating learning from the past term. |
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Assessment 1 |
Students in year 7 will sit two formal written assessments. Students will sit the tests appropriate to their learning journey as they are on a rotation system. |
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Growth mindset- working through challenges. Creativity- design task. |
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Assessment 2 |
Students in year 7 will sit two formal written assessments. Students will sit the tests appropriate to their learning journey as they are on a rotation system. |
CAD/CAM Timber FSC 6 R’s for sustainability Power sources Hazards Area Tools Cross contamination Bread-making Fibre Food labels |
Growth mindset- working through challenges.
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Curriculum Plan – Year 7 Keyrack |
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Intent Design and Technology at Burton Borough School inspires the next generation of innovators to question the world around them, thinking creatively in order to solve problems and improve solutions. Learners will have the confidence to develop their solutions independently, showing resilience when faced with challenges. They will be able to incorporate their knowledge, skill and understanding from Design and Technology and a range of other sources during lessons and outside of school. Design and Technology at Burton Borough School provides pupils with the life skills needed in everyday situations, including how to maintain a healthy, nutritious diet. In Design and Technology we aim to stimulate an interest in possible future careers in STEM.
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Year 7 |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
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Baseline test |
Students complete a baseline test to gauge where students are in terms of learning within DT and to inform the teacher their previous knowledge and ability. |
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Growth mindset- working through challenges. Creativity- design task. |
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Introduction to Health and Safety within DT & the workshops |
To be able to correctly identify hazards within a workshop. |
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Critical thinking- making connections regarding hazards. Communication and collaboration- Working with groups to make decisions. |
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Introduction to workshop |
To be able to identify and use tools and equipment correctly.
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Senaca homework AQA- Revision 4.3; Assessment 1.4.2 The work of others |
Critical thinking- making connections with tools and equipment and their uses. Communication and collaboration- Working with groups to make decisions. |
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Introduction to CAD and CAM |
Understand what C.A.D and C.A.M stands for and what programs are used for C.A.D.
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Key assessment point- Extended writing question on the topic CAD/CAM. |
Creativity- Designing on CAD Citizenship- The advantages and disadvantages of CAD on the workplace and wider world. Critical thinking-Solving problems through design and when answering exam questions. |
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Keyrack practical with timber |
Further develop tool knowledge and expand on using them correctly within the workshop. Understand what a hardwood, softwood and manmade board are and give examples
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Key assessment point- Practical assessment. Use of tools and equipment and precision. |
Growth mindset-Resilience, challenge, self-regulation when completing practical tasks. Creativity- Building understanding, making design decisions. |
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CAD CAM design of keyrack |
To be able to use the basic skills in 2D design. Understand how a programme communicates with the laser cutter. |
Students to re-sit the Senaca homework to see progression in learning, AQA- Revision 4.3; Assessment 1.4.2 The work of others |
Creativity- Designing on CAD Critical thinking-Solving problems through design. |
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Evaluation |
Understand why we evaluate our final product and how we learn as we progress through reflective feedback from teachers and peers. |
Clear reference to assessment point. |
Critical thinking- Evaluating progress and project. Communication- Written and verbal communication.
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Assessment 1 |
Students in year 7 will sit two formal written assessments. Students will sit the tests appropriate to their learning journey as they are on a rotation system. |
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Growth mindset- working through challenges. Creativity- design task. |
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Curriculum Plan – Year 8 Bottle Coats DT |
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Intent Design and Technology at Burton Borough School inspires the next generation of innovators to question the world around them, thinking creatively in order to solve problems and improve solutions. Learners will have the confidence to develop their solutions independently, showing resilience when faced with challenges. They will be able to incorporate their knowledge, skill and understanding from Design and Technology and a range of other sources during lessons and outside of school. Design and Technology at Burton Borough School provides pupils with the life skills needed in everyday situations, including how to maintain a healthy, nutritious diet. In Design and Technology we aim to stimulate an interest in possible future careers in STEM |
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Year 8 |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
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Health and Safety and the sewing machine |
To be able to lead the class when threading up the sewing machine. To be able to assist the teacher with solving technical issues.
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Solving technical issues Collaboration
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Peer design development |
To be able to develop a range of designs and persuade others to take on board your improvements through interesting, creative design ideas.
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Collaboration Design Creativity Communication |
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Final design |
To be able to complete a GCSE standard final design which is fully rendered, annotated and has full measurements in mm. The design will appear 3D.
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SENACA- AQA DT- Revision topics 3.8, 3.9. Assessment 1.2.3 specialist techniques |
Creativity Design Collaboration Critical Thinking Communication |
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Hand and machine stitching |
To be able to use the advanced blanket stitch and zig-zag stitch on the sewing machine independently, solving technical issues. Students will be able to follow written instructions to improve techniques.
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Collaboration Creativity Fine motor skills |
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Natural fibres and applique. |
To be able to discuss the positives and negatives of using natural fibres. Students will be able to consider how fabrics may advance/ need to change in the future.
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Creativity Citizenship Growth mindset |
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Synthetic fibres and inserting a zip |
To be able to discuss the positives and negatives of using synthetic fibres. Students will be able to consider how synthetic fibres impact the environment.
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Creativity Citizenship |
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Environment issues and textiles |
Students will be able to confidentially discuss a range of factors which impact the environment during the production and consumption of fabric. Students will be able to write at least one a4 page when answering this question.
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Citizenship Critical thinking Growth mindset Collaboration |
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Tolerances and sleeves |
Students will be able to demonstrate their understanding of tolerances when completing their practical. They will all be able to independently solve minor technical issues on the sewing machine.
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SENACA- AQA DT- Revision topics 3.8, 3.9. Assessment 1.2.3 specialist techniques. Progress homework |
Creativity Growth mindset |
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Hood |
Students will be able to explain and demonstrate the use of finishing techniques during garment making.
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Creativity Collaboration Growth mindset |
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Independent improvements |
Students will be able to identify their own areas for improvement and independently use the lesson to progress. Students will use each other to progress their knowledge and understanding.
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Attaching hood and base |
Students will be able to demonstrate their knowledge and understanding of fabric construction to find the greatest give when inserting the hood and base.
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Insulation |
Students will be able to explain the properties of the metals and polymers which make up insulation. They will be able to suggest improvements to the fabric.
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Revision |
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Assessment1 |
Students in year 8 will sit two formal written assessments. Students will sit the tests appropriate to their learning journey as they are on a rotation system. |
Revision list- CAD/ CAM; 6 R’s for sustainability; Isometric drawing, alternative power sources; area; natural and synthetic fibres; textiles and the environment; sewing machine; diet related deficiencies; fibre; dietary needs |
Critical thinking- analysis and evaluation techniques |
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DIRT FOR ASSESSMENT |
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Assessment 2 |
Students in year 8 will sit two formal written assessments. Students will sit the tests appropriate to their learning journey as they are on a rotation system. |
Tools and equipment; timber; macro and micro-nutrients; heat transfer and cooking food; religion and food; malnutrition; food wastage; textiles and the environment; natural and synthetic fabrics and fibres; drawing techniques; percentages; ratios |
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Curriculum Plan – Year 8 Food |
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Intent Design and Technology at Burton Borough School inspires the next generation of innovators to question the world around them, thinking creatively in order to solve problems and improve solutions. Learners will have the confidence to develop their solutions independently, showing resilience when faced with challenges. They will be able to incorporate their knowledge, skill and understanding from Design and Technology and a range of other sources during lessons and outside of school. Design and Technology at Burton Borough School provides pupils with the life skills needed in everyday situations, including how to maintain a healthy, nutritious diet. In Design and Technology we aim to stimulate an interest in possible future careers in STEM |
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Year 8 |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
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Health and safety and cross contamination |
To be able to identify and evaluate health and safety hazards in a kitchen and understand how to reduce chances of cross contamination. Introduction to digestive system.
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Citizenship Health and Safety |
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Digestions and macronutrients |
To be able to describe how the digestive system works from start to finish. Identify the 3 macro nutrients and corresponding enzymes.
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Citizenship Growth mindset |
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Potato Salad |
To understand how potato starch can become gelatinized. |
SENACA=AQA Food- Revision 4.1, 4.2 Assessment ‘Recipes failing.’ 1.4.3 |
Collaboration Citizenship Communication Boiling |
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Micronutrients |
To able to identify micronutrients. Understand and evaluate 3 different vitamins and minerals and how they affect the body.
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Critical thinking Growth mindset |
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Oak Cookies |
To be able to understand the need for correct portioning when baking biscuits. |
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Creativity Growth mindset Weighing and measuring Portion control |
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Pizza Wheels |
To be able to explain the process of making pastry and what makes the perfect pastry. |
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Pastry making Creativity Collaboration |
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Heat transfer |
To be able to name the 3 heat transfer methods and how understand how they heat or cook food.
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Critical thinking |
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Rock Buns |
To be able to explain the rubbing in method. |
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Rubbing-in method/shortening. Shaping Portioning Creativity Collaboration |
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Religion and food choices |
To be able to evaluate how religion impacts on a person’s dietary choices and lifestyle. |
SENACA=AQA Food- Revision 4.1, 4.2 Assessment ‘Recipes failing.’ 1.4.3. Progress homework. |
Citizenship Growth mindset Critical thinking |
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Savoury Muffins |
To understand how recipes can be adapted to suit the needs of various groups of people. To understand the role vegetables have in baked goods. |
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Critical thinking Creativity Collaboration |
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Malnutrition |
To able to identify the two main types of malnutrition and understand the effects on the body.
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Citizenship Critical thinking Communication |
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Fruit Cheesecake |
To understand how whipped cream is stabilized. |
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Collaboration Creativity Communication |
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Deficiencies |
To able to identify two key vitamin deficiency diseases and two key mineral deficiency diseases.
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Growth mindset Citizenship Critical thinking
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Stir fry |
To be able to suggest ways a stir fry could be altered to make it suitable for difference groups of people. |
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Communication Critical thinking |
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Food waste |
To be able to understand food production and food wastage. To directly link these to the environment and climate change.
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Growth mindset Communication Critical thinking
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Spinach and potato curry |
To be able to use sensory analysis and manipulation of flavours whilst cooking. |
Revision |
Growth mindset Communication Critical thinking |
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Assessment1 |
Students in year 8 will sit two formal written assessments. Students will sit the tests appropriate to their learning journey as they are on a rotation system. |
Revision list- CAD/ CAM; 6 R’s for sustainability; Isometric drawing, alternative power sources; area; natural and synthetic fibres; textiles and the environment; sewing machine; diet related deficiencies; fibre; dietary needs |
Critical thinking- analysis and evaluation techniques |
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DIRT FOR ASSESSMENT |
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Growth mindset |
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Assessment 2 |
Students in year 8 will sit two formal written assessments. Students will sit the tests appropriate to their learning journey as they are on a rotation system. |
Tools and equipment; timber; macro and micro-nutrients; heat transfer and cooking food; religion and food; malnutrition; food wastage; textiles and the environment; natural and synthetic fabrics and fibres; drawing techniques; percentages; ratios |
Critical thinking |
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Curriculum Plan – DT - Shut the box Year 8 |
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Intent Design and Technology at Burton Borough School inspires the next generation of innovators to question the world around them, thinking creatively in order to solve problems and improve solutions. Learners will have the confidence to develop their solutions independently, showing resilience when faced with challenges. They will be able to incorporate their knowledge, skill and understanding from Design and Technology and a range of other sources during lessons and outside of school. Design and Technology at Burton Borough School provides pupils with the life skills needed in everyday situations, including how to maintain a healthy, nutritious diet. In Design and Technology we aim to stimulate an interest in possible future careers in STEM. |
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Year 8 |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
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Timber
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Critical thinking- constructing knowledge of natural wood through exam type questions |
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Design brief |
Greater knowledge on answering to a specific design brief The importance of considering a broad range of possibilities before beginning to pursue a singular design idea. |
SENACA- Revision topics 3.1 3.2 3.3 3.4; Assessment- 1.3.1 Timber |
Critical thinking- Consideration of the global impact of timber production. Communication- Class discussion |
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Product analysis |
Greater knowledge of types of existing products that hold specific items. How to carry out a product analysis.
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Critical thinking- evaluation and analysis. Collaboration- group work and discussion |
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Initial design ideas |
How to respond to a design brief with initial ideas
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Creativity- Drawing skills |
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Developing design ideas |
Understand annotation of designs
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Creativity- Drawing skills Communication- Through design work and annotation |
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Lap joints |
How to make a lap joint
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Creativity- Practical skills. Growth mindset- resilience with practical tasks.
Citizenship- How to keep yourself and others safe. |
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Manufacturing Joints and Pinning
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Re-sit SENACA- Revision topics 3.1 3.2 3.3 3.4; Assessment- 1.3.1 Timber to see progression in learning. |
Critical thinking- Evaluating progress and project. Communication- Written and verbal communication.
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Jigs |
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Growth mindset- How can I improve my own work? Critical thinking- making connections and identifying solutions. |
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Wood joints
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Critical thinking- Evaluating progress and project.
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Finishing techniques |
Have a good understanding of finishing techniques. How to write an evaluation and explain what improvements could be made. |
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Communication- Written and verbal communication.
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Shut the box tournament |
Shut the box tournament. This is linked to the times table and instructions are on the PP |
Revision |
Collaboration- working on teams and competing. |
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Assessment1 |
Students in year 8 will sit two formal written assessments. Students will sit the tests appropriate to their learning journey as they are on a rotation system. |
Revision list- CAD/ CAM; 6 R’s for sustainability; Isometric drawing, alternative power sources; area; natural and synthetic fibres; textiles and the environment; sewing machine; diet related deficiencies; fibre; dietary needs |
Critical thinking- analysis and evaluation techniques |
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DIRT FOR ASSESSMENT |
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Assessment 2 |
Students in year 8 will sit two formal written assessments. Students will sit the tests appropriate to their learning journey as they are on a rotation system. |
Tools and equipment; timber; macro and micro nutrients; heat transfer and cooking food; religion and food; malnutrition; food wastage; textiles and the environment; natural and synthetic fabrics and fibres; drawing techniques; percentages; ratios |
Growth mindset Critical thinking |
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Curriculum Plan – Year 9 Mechanics |
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Design and Technology at Burton Borough School inspires the next generation of innovators to question the world around them, thinking creatively in order to solve problems and improve solutions. Learners will have the confidence to develop their solutions independently, showing resilience when faced with challenges. They will be able to incorporate their knowledge, skill and understanding from Design and Technology and a range of other sources during lessons and outside of school. Design and Technology at Burton Borough School provides pupils with the life skills needed in everyday situations, including how to maintain a healthy, nutritious diet. In Design and Technology we aim to stimulate an interest in possible future careers in STEM. |
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Year 9 |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
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Technological development |
Which technological developments in agriculture led to the growth of the cities? |
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Critical thinking- Understand how the history of workplace design and organisation including automation and the use of robotics has changed society,
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Business Structures |
Explain the 3 different business structures- Crowdfunding / Fair Trade / Co-operative. Justify the selection of a business model
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Critical thinking-understand different types of funding. |
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Methods of production |
Define three different types of production. Recognise what process would be appropriate for different products.
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SENACA homework AQA DT- Revision topics 1.2, 1.3, 1.4, 1.5. Assessment 1.1.2 Designing and mechanics |
Collaboration-peer evaluation and teamwork. |
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Mechanisms |
Explain the term mechanism. Give an example of a mechanism. Explain why mechanisms are used.
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Critical thinking-Making connections |
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Drawing techniques |
Produce a design in Isometric or 3rd angle projection.
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Creativity- Drawing skills Communication- Through design work and annotation |
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Joints |
Explain how to make a Lap Joint Explain to others how to safely use a chisel and saw to produce a strong joint. Explain and demonstrate to others how to make a housing joint.
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Creativity- Practical skills Collaboration- Learning from others.
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Final design
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Complete a clear Annotated Design for your Automata Apply 2 CAMs
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SENACA homework AQA DT- Revision topics 1.2, 1.3, 1.4, 1.5. Assessment 1.1.2 Designing and mechanics. Progress homework |
Creativity- Practical skills Collaboration- Learning from others |
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Mechanics
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Build the mechanics of the automata. |
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Creativity- Practical skills Collaboration- Learning from others |
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Practical |
Build – Outcomes Final design of character with modification for function.
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Creativity- Practical skills Collaboration- Learning from others |
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Evaluation of the Automata |
Final evaluation of the automata. |
Revision |
Critical thinking- Evaluating progress and project. Communication- Written and verbal communication.
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Assessment1 |
Students in year 8 will sit two formal written assessments. Students will sit the tests appropriate to their learning journey as they are on a rotation system. |
CAD/CAM; 6 R’s; Isometric drawing; alternate energy sources; textiles and the environment; natural and synthetic fibres; calculating area; calculating mass; sewing machine; dietary deficiencies; food poisoning bacteria; dietary needs; fibre |
Critical thinking |
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DIRT FOR ASSESSMENT |
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Growth mindset |
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Assessment 2 |
Students in year 8 will sit two formal written assessments. Students will sit the tests appropriate to their learning journey as they are on a rotation system. |
Macro and micro nutrients; sugar; raising agents; food intolerances; emulsification; use-by dates; percentages; area; food miles; user needs; aesthetics; methods of production; CAD/CAM; motion; levers; cams and followers; isometric drawing; percentages; tolerance; automation; crowd funding; market pull and technology push |
Critical thinking |
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Year 9 Food |
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Intent Design and Technology at Burton Borough School inspires the next generation of innovators to question the world around them, thinking creatively in order to solve problems and improve solutions. Learners will have the confidence to develop their solutions independently, showing resilience when faced with challenges. They will be able to incorporate their knowledge, skill and understanding from Design and Technology and a range of other sources during lessons and outside of school. Design and Technology at Burton Borough School provides pupils with the life skills needed in everyday situations, including how to maintain a healthy, nutritious diet. In Design and Technology we aim to stimulate an interest in possible future careers in STEM |
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Year 9 |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
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Allergies and intolerances |
State the main food allergens and intolerances. Describe anaphylaxis shock and how to prevent it. Identify potential allergens in food and suggest alternatives.
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Communication Collaboration Critical thinking Citizenship |
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Carrot Cake |
To be able to work independently and safely, following a recipe. To understand what happens to the protein of eggs during baking.
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Communication Collaboration Creativity Baking Creaming method |
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Raising agents |
Students to be able to name the four varieties of raising agents. To be able to discuss how various raising agents are used in different products, giving a reason why |
SENACA- EDUQAS Food- Revision topics 5.1, 5.2. Assessment 1.4.3 Recipes failing. |
Critical thinking Communication Collaboration |
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Chilli Con Carne |
To be able to taste your food and safely adjust the seasoning. To be able to work out a cost per portion of your food product.
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Creativity Collaboration Shallow frying |
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Food and the environment |
Discuss the environmental impact of food production and consumption and suggest ways to reduce food miles and the carbon footprint. |
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Growth mindset Critical thinking Communication |
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Swiss Roll |
To be able to make a swiss roll with a clear ‘swirl’.To be able to explain the importance of aeration as a raising agent.
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Creativity Growth mindset Collaboration Baking |
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Emulsification |
To be able to make a swiss roll with a clear ‘swirl’.To be able to explain the importance of aeration as a raising agent.
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SENACA- EDUQAS Food- Revision topics 5.1, 5.2. Assessment 1.4.3 Recipes failing. Progress homework |
Collaboration Critical thinking Growth mindset |
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Stuffed Peppers |
To be able to compare the reasons food is cooked. To be able to modify the recipe to make it suitable for a range of different diets.
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Collaboration Communication Baking Frying |
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Cultures and cuisines |
To be able to discuss the influences that shape world cuisines. |
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Communication Collaboration Citizenship Critical thinking |
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Cottage pie |
To be able to explain why a traditional cottage pie is a British cuisine. |
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Creativity Communication Collaboration Frying Boiling |
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Own choice recipe |
To be able to work fully independently and safely |
Revision |
Independence Growth mindset Creativity |
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Assessment1 |
Students in year 8 will sit two formal written assessments. Students will sit the tests appropriate to their learning journey as they are on a rotation system. |
CAD/CAM; 6 R’s; Isometric drawing; alternate energy sources; textiles and the environment; natural and synthetic fibres; calculating area; calculating mass; sewing machine; dietary deficiencies; food poisoning bacteria; dietary needs; fibre |
Critical thinking |
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DIRT FOR ASSESSMENT |
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Growth mindset |
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Assessment 2 |
Students in year 8 will sit two formal written assessments. Students will sit the tests appropriate to their learning journey as they are on a rotation system. |
Macro and micro nutrients; sugar; raising agents; food intolerances; emulsification; use-by dates; percentages; area; food miles; user needs; aesthetics; methods of production; CAD/CAM; motion; levers; cams and followers; isometric drawing; percentages; tolerance; automation; crowd funding; market pull and technology push |
Critical thinking |
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Curriculum Plan – Year 9 skills |
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Intent Design and Technology at Burton Borough School inspires the next generation of innovators to question the world around them, thinking creatively in order to solve problems and improve solutions. Learners will have the confidence to develop their solutions independently, showing resilience when faced with challenges. They will be able to incorporate their knowledge, skill and understanding from Design and Technology and a range of other sources during lessons and outside of school. Design and Technology at Burton Borough School provides pupils with the life skills needed in everyday situations, including how to maintain a healthy, nutritious diet. In Design and Technology we aim to stimulate an interest in possible future careers in STEM |
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Year 9 |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
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Circuits |
Explain What: The electrical components do and how they will make up a circuit. Explain How : A process flow diagram links to a process and why different circuits are used.
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Collaboration Creativity Critical thinking |
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Fabric construction |
To be able to describe three types of fabric construction, stating products which are made from these constructions. To be able to describe the properties of the different fabric constructions.
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Creativity Communication Critical thinking |
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Isometric drawing |
To be able to state the use of an isometric drawing. To be able to model your learning by completing accurate free-hand sketches.
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Homework SENACA- AQA DT- Revision 1.1, 1.2. Assessment- 1.1.1 Emerging technologies |
Creativity Growth mindest |
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Finger joints |
Explain the construction of a finger joint and how to mark out the material.
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Creativity Growth mindset |
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Design developments |
Apply your skills for joining timber / manufactured board. Apply existing design skills to develop a design for a box, fitting with the design brief.
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Homework SENACA- AQA DT- Revision 1.1, 1.2. Assessment- 1.1.1 Emerging technologies. Progress homework. |
Creativity Growth mindset Critical thinking |
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Practical |
Using your knowledge of timber joints mark out your material precisely for your box design. Apply knowledge of joints to start the manufacture of the first corner joint on your box assembly. Apply your knowledge of hand tools and material joining methods to produce your finger jointed trinket box. Introduce gluing methods and finishing of manufactured board. |
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Creativity Critical thinking Communication Collaboration Growth mindset |
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Assessment1 |
Students in year 8 will sit two formal written assessments. Students will sit the tests appropriate to their learning journey as they are on a rotation system. |
CAD/CAM; 6 R’s; Isometric drawing; alternate energy sources; textiles and the environment; natural and synthetic fibres; calculating area; calculating mass; sewing machine; dietary deficiencies; food poisoning bacteria; dietary needs; fibre |
Critical thinking |
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DIRT FOR ASSESSMENT |
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Growth mindset |
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Assessment 2 |
Students in year 8 will sit two formal written assessments. Students will sit the tests appropriate to their learning journey as they are on a rotation system. |
Macro and micro nutrients; sugar; raising agents; food intolerances; emulsification; use-by dates; percentages; area; food miles; user needs; aesthetics; methods of production; CAD/CAM; motion; levers; cams and followers; isometric drawing; percentages; tolerance; automation; crowd funding; market pull and technology push |
Critical thinking |
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Curriculum Plan – Year 10 OCR Cambridge National Child Development Summer Term |
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Intent Design and Technology at Burton Borough School inspires the next generation of innovators to question the world around them, thinking creatively in order to solve problems and improve solutions. Learners will have the confidence to develop their solutions independently, showing resilience when faced with challenges. They will be able to incorporate their knowledge, skill and understanding from Design and Technology and a range of other sources during lessons and outside of school. Design and Technology at Burton Borough School provides pupils with the life skills needed in everyday situations, including how to maintain a healthy, nutritious diet. In Design and Technology we aim to stimulate an interest in possible future careers in STEM |
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Year 10 Term 3 |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
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Theory-R057 TA2-Health Professionals |
Meaning of the term antenatal Roles of health professionals |
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Communication- Discussion Citizenship- community views |
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Theory-R057 TA2-Routine tests |
Reasons for tests What is tested? |
Homework- Produce a leaflet advising parents of various diagnostic tests. |
Critical thinking- Making connections and evaluation. Citizenship- social and moral issues. Communication- written |
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Theory-R057 TA2-Screening and diagnostic tests |
What is a screening and diagnostic test? Reasons for the tests Different tests and the conditions they identify. |
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Critical thinking- Making connections and evaluation. Citizenship- social and moral issues. Communication- written |
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Theory-R057 TA2-Antenatal classes |
Purpose of antenatal classes
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Homework-Produce a plan for a 4 week antenatal class. |
Creativity- producing an antenatal class plan.
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Theory-R057 TA2-Choices available for delivery |
Hospital birth; home birth, domino scheme, private healthcare, independent midwives. |
Homework- Interview a family member or friend about their choice of delivery. What were the advantages and disadvantages for them? |
Communication- Discussion Citizenship- community views Collaboration- working with others. Critical thinking- problems in the real world |
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Theory-R057 TA2-Role of partner |
Benefits Physical and emotional support |
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Communication- Discussion Citizenship- Thought and feelings of others.
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Theory-R057 TA2-Methods of pain relief |
Epidural, Entonox, Pethidine, TENS |
Homework- Venn diagram of methods of pain relief |
Critical thinking- making connections. |
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Theory-R057 TA2-Stages of labour |
Signs of labour, stage 1, stage 2, stage 3. |
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Critical thinking- Examination questions |
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Theory-R057 TA2-Assisted birth |
Forceps, ventouse, episiotomy. Risks Caesarean section |
Homework-Revision |
Growth mindset- self-regulation of revision |
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TA1 and TA2 topical test |
Pre-conception health and reproduction and Antenatal care and preparation for birth |
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Critical thinking- reasoning, evaluation, applying knowledge and understanding. |
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Curriculum Plan – Design and Technology AQA KS4 |
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Intent NEA Coursework Intent Design and Technology at Burton Borough School inspires the next generation of innovators to question the world around them, thinking creatively in order to solve problems and improve solutions. Learners will have the confidence to develop their solutions independently, showing resilience when faced with challenges. They will be able to incorporate their knowledge, skill and understanding from Design and Technology and a range of other sources during lessons and outside of school. Design and Technology at Burton Borough School provides pupils with the life skills needed in everyday situations, including how to maintain a healthy, nutritious diet. In Design and Technology we aim to stimulate an interest in possible future careers in STEM. |
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Year 10 |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
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T1 NEA – A01 Context |
Choose a topic and investigate the problem and investigate in detail with justification |
Any outstanding work that isn’t complete to be done on Teams and in DT catchup |
Critical Thinking – Investigating topic and identifying a problem |
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T1 NEA – A01 Existing Products |
Investigate existing products about problem around a given context |
Any outstanding work that isn’t complete to be done on Teams and in DT catchup |
Critical Thinking – Investigating existing products |
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T1 NEA – A01 Client Interview |
Interview a client and investigate their problem whilst conducting a location visit. |
Any outstanding work that isn’t complete to be done on Teams and in DT catchup |
Citizenship – Helping a client with their problem Communication – Communicating with a client about their problem with a interview Critical Thinking – Identifying and constructing knowledge of a client and their location for a problem. |
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T1 NEA – A01 Anthropometric Data |
Investigate ergonomic and anthropometric data around a selected problem. |
Any outstanding work that isn’t complete to be done on Teams and in DT catchup |
Critical Thinking – Investigating what anthropometric and ergonomic data applies to a given problem & potential product |
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T1 NEA – A01 Designer Research, brief and specification |
Investigate and take inspiration from an existing designer and summarise a design brief and specification on a problem around a given context. |
Any outstanding work that isn’t complete to be done on Teams and in DT catchup |
Critical Thinking – Investigate a potential designer influence and write up a brief and specification |
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T1 NEA – A02 Initial drawings |
Develop initial drawings around a given problem with client feedback |
Any outstanding work that isn’t complete to be done on Teams and in DT catchup |
Creativity – Develop initial drawings for a client Critical Thinking – Identify and address problems through initial drawings Communication – Communicate effectively with a client during initial drawing stage and gain useful positive and negative feedback |
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T1 NEA – A02 Developed Designs |
Develop client chosen designs and evaluate again written specification |
Any outstanding work that isn’t complete to be done on Teams and in DT catchup |
Creativity – Draw up developed drawings for a client Critical Thinking – Identify and address problems through developed drawings Communication – Communicate effectively with a client during developed drawing stage and gain useful positive and negative feedback |
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T1 NEA – A02 Final Design |
Final Design drawn within one or more projections in colour and evaluated with client feedback |
Any outstanding work that isn’t complete to be done on Teams and in DT catchup |
Creativity – Develop a final drawing for a client Critical Thinking – Finalise all issues and develop a final design for a client Communication – Communicate effectively with a client on a final design and address the given problem at the time |
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T1 NEA – A02 Model development |
Develop a suitable number of models and analyse again specification, drawings, and development with client feedback |
Any outstanding work that isn’t complete to be done on Teams and in DT catchup |
Creativity – Develop models based around initial drawings for a client Critical Thinking – Identify problems early on in model development and address Communication - Communicate effectively with a client on modelling stage and take on positive and negative feedback in development of models |
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T1 NEA – A02 CAD & CAM |
Using explain use of CAD & CAM in modelling, it’s use and whether it is suitable going forward in production of prototype |
Any outstanding work that isn’t complete to be done on Teams and in DT catchup |
Creativity – Using CAD to develop and manufacture creative and innovate models Critical Thinking – Problem solve through use of CAD & CAM manufacture of models Communication – Communicate effectively with client on manufacture and development of models |
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GCSE EDUQAS Food Preparation and Nutrition Summer Term |
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Intent Design and Technology at Burton Borough School inspires the next generation of innovators to question the world around them, thinking creatively in order to solve problems and improve solutions. Learners will have the confidence to develop their solutions independently, showing resilience when faced with challenges. They will be able to incorporate their knowledge, skill and understanding from Design and Technology and a range of other sources during lessons and outside of school. Design and Technology at Burton Borough School provides pupils with the life skills needed in everyday situations, including how to maintain a healthy, nutritious diet. In Design and Technology we aim to stimulate an interest in possible future careers in STEM |
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Year 11 |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
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High Skilled Dish |
Students are to choose a high skill dish and plan, prepare and present it. They then need to photograph, complete a sensory analysis, and evaluate the dish. |
Homework-Plan the dish and source the ingredients. Sensory analysis and powerpoint slide. |
Creativity- Sensory analysis, sensory manipulation. Collaboration- in a kitchen environment Growth mindset- Resilience, self-regulation |
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Sensory Testing |
Choice of food Sensory testing Star diagrams |
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Creativity- Use of language Critical thinking- Making connections between senses. Collaboration- Group discussion
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Mock Exam |
Full specification |
Mock Exam- Full specification |
Growth mindset- Resilience Critical thinking- Evaluation Communication- Written response |
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Heat transfer and cooking methods |
Conduction, convection, and radiation Cooking methods- Water, fat and dry methods. |
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Critical thinking- making connections Citizenship- Considering sustainability and nutrition |
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High Skilled Dish |
Students are to choose a high skill dish and plan, prepare and present it. They then need to photograph, complete a sensory analysis and evaluate the dish. |
Homework-Plan the dish and source the ingredients. Sensory analysis and powerpoint slide. |
Creativity- Sensory analysis, sensory manipulation. Collaboration- in a kitchen environment Growth mindset- Resilience, self-regulation |
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Use of microorganisms |
Yeasts- drinks and bread Moulds- cheese Bacteria- Dairy and fermented products |
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Communication- Written response
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GM crops |
Genetically modified foods- Advantages and disadvantages Consumers have safety concerns |
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Citizenship- Consumer concerns, population increase, nutrition. Critical thinking- making connections from past learning. |
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High Skilled Dish |
Students are to choose a high skill dish and plan, prepare and present it. They then need to photograph, complete a sensory analysis and evaluate the dish. |
Homework-Plan the dish and source the ingredients. Sensory analysis and powerpoint slide. |
Creativity- Sensory analysis, sensory manipulation. Collaboration- in a kitchen environment Growth mindset- Resilience, self-regulation |
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Fortification and modification |
Fortification adds nutrients. Why? Which foods are fortified? |
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Critical thinking- making connections.
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Influences on food choice |
What factors influence what people choose to eat? Lifestyle. Cultural, religious, and moral choices. Allergies and intolerances |
What influences your family’s food choices? What influences your friends food choices? |
Communication- Surveying family and friends. |
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Curriculum Plan – OCR National Child Development Summer Term |
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Intent Design and Technology at Burton Borough School inspires the next generation of innovators to question the world around them, thinking creatively in order to solve problems and improve solutions. Learners will have the confidence to develop their solutions independently, showing resilience when faced with challenges. They will be able to incorporate their knowledge, skill and understanding from Design and Technology and a range of other sources during lessons and outside of school. Design and Technology at Burton Borough School provides pupils with the life skills needed in everyday situations, including how to maintain a healthy, nutritious diet. In Design and Technology we aim to stimulate an interest in possible future careers in STEM |
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Year 11 |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
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Understand reproduction and the roles and responsibilities of parenthood |
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Homework- R018 LO1 task
Assessment- Formal assessment |
Critical thinking- evaluating information and arguments, reasoning, constructing knowledge. Communication- written communication and discussion. Growth mindset- resilience, self-regulation |
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Understand antenatal care and preparation for birth |
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Homework- R018 LO2 task
Assessment- Formal assessment |
Critical thinking- evaluating information and arguments, reasoning, constructing knowledge. Communication- written communication and discussion. Growth mindset- resilience, self-regulation |
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Understand postnatal checks, postnatal provision, and conditions for development |
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Homework- R018 LO3 task
Assessment- Formal assessment |
Critical thinking- evaluating information and arguments, reasoning, constructing knowledge. Communication- written communication and discussion. Growth mindset- resilience, self-regulation |
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Understand how to recognise, manage and prevent childhood diseases |
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Homework- R018 LO4 task
Assessment- Formal assessment |
Critical thinking- evaluating information and arguments, reasoning, constructing knowledge. Communication- written communication and discussion. Growth mindset- resilience, self-regulation |
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Know about child safety |
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Homework- R018 LO5 task
Assessment- Formal assessment |
Critical thinking- evaluating information and arguments, reasoning, constructing knowledge. Communication- written communication and discussion. Growth mindset- resilience, self-regulation |
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Curriculum Plan – Year 11 Design & Technology GCSE |
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Intent Design and Technology at Burton Borough School inspires the next generation of innovators to question the world around them, thinking creatively in order to solve problems and improve solutions. Learners will have the confidence to develop their solutions independently, showing resilience when faced with challenges. They will be able to incorporate their knowledge, skill and understanding from Design and Technology and a range of other sources during lessons and outside of school. Design and Technology at Burton Borough School provides pupils with the life skills needed in everyday situations, including how to maintain a healthy, nutritious diet. In Design and Technology we aim to stimulate an interest in possible future careers in STEM. |
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Year 11 DT GCSE |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
|
T1 NEA – A01 Context |
Choose a topic and investigate the problem and investigate in detail with justification |
Any outstanding work that isn’t complete to be completed in DT catchup |
Critical Thinking – Investigating topic and identifying a problem |
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T1 NEA – A01 Existing Products |
Investigate existing products about problem around a given context |
Any outstanding work that isn’t complete to be completed in DT catchup |
Critical Thinking – Investigating existing products |
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T1 NEA – A01 Client Interview |
Interview a client and investigate their problem whilst conducting a location visit. |
Any outstanding work that isn’t complete to be completed in DT catchup |
Citizenship – Helping a client with their problem Communication – Communicating with a client about their problem with an interview Critical Thinking – Identifying and constructing knowledge of a client and their location for a problem. |
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T1 NEA – A01 Anthropometric Data |
Investigate ergonomic and anthropometric data around a selected problem. |
Any outstanding work that isn’t complete to be completed in DT catchup |
Critical Thinking – Investigating what anthropometric and ergonomic data applies to a given problem & potential product |
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T1 NEA – A01 Designer Research, brief and specification |
Investigate and take inspiration from an existing designer and summarise a design brief and specification on a problem around a given context. |
Any outstanding work that isn’t complete to be completed in DT catchup |
Critical Thinking – Investigate a potential designer influence and write up a brief and specification |
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T1 NEA – A02 Initial drawings |
Develop initial drawings around a given problem with client feedback |
Any outstanding work that isn’t complete to be completed in DT catchup |
Creativity – Develop initial drawings for a client Critical Thinking – Identify and address problems through initial drawings Communication – Communicate effectively with a client during initial drawing stage and gain useful positive and negative feedback |
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T1 NEA – A02 Developed Designs |
Develop client chosen designs and evaluate again written specification |
Any outstanding work that isn’t complete to be completed in DT catchup |
Creativity – Draw up developed drawings for a client Critical Thinking – Identify and address problems through developed drawings Communication – Communicate effectively with a client during developed drawing stage and gain useful positive and negative feedback |
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T1 NEA – A02 Final Design |
Final Design drawn within one or more projections in colour and evaluated with client feedback |
Any outstanding work that isn’t complete to be completed in DT catchup |
Creativity – Develop a final drawing for a client Critical Thinking – Finalise all issues and develop a final design for a client Communication – Communicate effectively with a client on a final design and address the given problem at the time |
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T1 NEA – A02 Model development |
Develop a suitable number of models and analyse again specification, drawings, and development with client feedback |
Mock Exam- Full mock exam of all the entire exam specification. |
Creativity – Develop models based around initial drawings for a client Critical Thinking – Identify problems early on in model development and address Communication - Communicate effectively with a client on modelling stage and take on positive and negative feedback in development of models |
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T1 NEA – A02 CAD & CAM |
Using explain use of CAD & CAM in modelling, it’s use and whether it is suitable going forward in production of prototype |
Any outstanding work that isn’t complete to be completed in DT catchup |
Creativity – Using CAD to develop and manufacture creative and innovate models Critical Thinking – Problem solve through use of CAD & CAM manufacture of models Communication – Communicate effectively with client on manufacture and development of models |
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HALF TERM |
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T1 NEA – A02 Material investigation |
Investigate materials and their use within the final product & prototype as well as compile a list of materials |
Any outstanding work that isn’t complete to be completed in DT catchup |
Critical Thinking – Investigate and analyse materials and their use within prototype and final product |
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T1 NEA – A02 Prototype development |
Work on and manufacture a final prototype whilst testing and taking photos of manufacture |
Any outstanding work that isn’t complete to be completed in DT catchup |
Creativity – Develop a given prototype for a client constructing solutions where needed Critical Thinking – Develop a given prototype addressing any problems within a given specification Communication – Communicate effectively with a client on development of a prototype |
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T1 NEA – A02 Manufacturing diary and testing |
Complete a prototype manufacturing diary and test against specification to ensure it meets the clients needs and wants |
Any outstanding work that isn’t complete to be completed in DT catchup |
Critical Thinking – Develop a manufacturing diary and worth through any problems when testing a prototype Growth Mindset – Work through challenges when testing prototype and address any issues |
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CHRISTMAS BREAK |
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T2 NEA – A03 Client feedback and evaluation |
Evaluate the final prototype against specification and gather client feedback |
Any outstanding work that isn’t complete to be completed in DT catchup Mock Exam- Full mock exam of all the entire exam specification. |
Critical Thinking – Engage in questioning the client when delivering final prototype. Communication – Communicate effectively with client and deliver a final protype, accepting positive and negative feedback. Citizenship – Positively impact a client by addressing their problem correctly |
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HALF TERM |
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T2 NEA – NEA Finalisation |
NEA’s to be finalised and finished by a given deadline, this includes both practical and NEA folder submitted to teacher electronically and a paper copy provided |
Any outstanding work that isn’t complete to be completed in DT catchup |
Critical Thinking – Work through and ensure NEA is all prepared and ready to submit to class teacher in accordance with school policy |
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EASTER BREAK |
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T3 Exam Revision – New and emerging technologies |
Revise the topics, Industry, Enterprise, Sustainability, People, Culture, Society, Environment, Production techniques & systems, New and emerging technologies |
Exam questions to be set to test topic |
Collaboration – Work with staff and students to learn and address misconceptions around d a given test topic Growth Mindset – Develop and work through challenges such as areas of weakness addressing misconceptions Critical Thinking – Create flash cards and other revision methods in preparation for the final exam |
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T3 Exam Revision – Energy Generation & Storage |
Revise the topics, Fossil fuels, Nuclear power, Renewable energy, Energy storage and batteries |
Exam questions to be set to test topic |
Collaboration – Work with staff and students to learn and address misconceptions around d a given test topic Growth Mindset – Develop and work through challenges such as areas of weakness addressing misconceptions Critical Thinking – Create flash cards and other revision methods in preparation for the final exam |
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T3 Exam Revision – Development in new materials |
Revise the topics, Modern materials, Smart materials, Composite materials, Technical textiles |
Exam questions to be set to test topic |
Collaboration – Work with staff and students to learn and address misconceptions around d a given test topic Growth Mindset – Develop and work through challenges such as areas of weakness addressing misconceptions Critical Thinking – Create flash cards and other revision methods in preparation for the final exam |
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T3 Exam Revision – Systems approach to designing |
Revise the topics, Inputs, Processes and Outputs |
Exam questions to be set to test topic |
Collaboration – Work with staff and students to learn and address misconceptions around d a given test topic Growth Mindset – Develop and work through challenges such as areas of weakness addressing misconceptions Critical Thinking – Create flash cards and other revision methods in preparation for the final exam |
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T3 Exam Revision – Mechanical devices |
Revise the topics, Movement and changing magnitude and direction of force |
Exam questions to be set to test topic |
Collaboration – Work with staff and students to learn and address misconceptions around d a given test topic Growth Mindset – Develop and work through challenges such as areas of weakness addressing misconceptions Critical Thinking – Create flash cards and other revision methods in preparation for the final exam |
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T3 Exam Revision – Materials and working properties |
Revise the topics, Paper and Board, Natural and manufactured timber, Metals and Alloys, Polymers, Textiles, Material properties |
Exam questions to be set to test topic |
Collaboration – Work with staff and students to learn and address misconceptions around d a given test topic Growth Mindset – Develop and work through challenges such as areas of weakness addressing misconceptions Critical Thinking – Create flash cards and other revision methods in preparation for the final exam |
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T3 Exam Revision – The work of others |
Revise different designers as such but not limited to, Alexander McQueen, Aldo Rossi, Charles Rennie Macintosh, Coco Chanel, Ettore Sottsass, Gerrit Reitveld, Harry Beck, Louis Comfort, Tiffany, Marcel Breuer, Mary Quant, Norman Foster, Philipe Starck, Raymond Templier, Sir Alec Issigonis, Vivienne Westwood, William Morris and companies such as Alessi, Apple, Braun, Dyson, Gap, Primark, Under Armour, Zara etc. |
Exam questions to be set to test topic |
Collaboration – Work with staff and students to learn and address misconceptions around d a given test topic Growth Mindset – Develop and work through challenges such as areas of weakness addressing misconceptions Critical Thinking – Create flash cards and other revision methods in preparation for the final exam |
|
Curriculum Plan – EDUQAS GCSE Food Preparation and Nutrition- Summer Term |
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|
Intent Design and Technology at Burton Borough School inspires the next generation of innovators to question the world around them, thinking creatively in order to solve problems and improve solutions. Learners will have the confidence to develop their solutions independently, showing resilience when faced with challenges. They will be able to incorporate their knowledge, skill and understanding from Design and Technology and a range of other sources during lessons and outside of school. Design and Technology at Burton Borough School provides pupils with the life skills needed in everyday situations, including how to maintain a healthy, nutritious diet. In Design and Technology we aim to stimulate an interest in possible future careers in STEM. |
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Year 11 |
Subject Content |
Homework and Assessments |
Subject Skills and 21st Century Soft Skills |
|
Revision-Food, Nutrition and health |
Macronutrients Micronutrients Fibre and water Healthy Eating Nutritional needs |
Assessment of topic.
Homework- Senaca |
Critical thinking- evaluating information and arguments, reasoning, constructing knowledge. Communication- written communication and discussion. Growth mindset- resilience, self-regulation |
|
Revision- The Science of Food |
Why food is cooked Heat transfer Cooking methods Changing properties Raising agents Microorgganisms
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Assessment of topic.
Homework- Senaca |
Critical thinking- evaluating information and arguments, reasoning, constructing knowledge. Communication- written communication and discussion. Growth mindset- resilience, self-regulation |
|
Revision- Food Spoilage |
Food spoilage Storing food safely Preparing food safely Food poisoning
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Assessment of topic.
Homework- Senaca |
Critical thinking- evaluating information and arguments, reasoning, constructing knowledge. Communication- written communication and discussion. Growth mindset- resilience, self-regulation |
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Revision- Where food comes from |
Grown food GM crops Reared food Caught food Waste food and packaging Food miles and carbon footprint Global food production British and International cuisines Primary food processing Secondary food processing Food fortification and modification |
Assessment of topic.
Homework- Senaca |
Critical thinking- evaluating information and arguments, reasoning, constructing knowledge. Communication- written communication and discussion. Growth mindset- resilience, self-regulation |
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Revision- Factors affecting food choice |
Influences on food choice Cultural, religious and moral food choices Food labelling Influences on marketing. Sensory testing |
Assessment of topic.
Homework- Senaca |
Critical thinking- evaluating information and arguments, reasoning, constructing knowledge. Communication- written communication and discussion. Growth mindset- resilience, self-regulation |
What will I study?