Key Stage 3 Content Skills
Year 7
  • Keyrack Project- Learn how to use hand tools and machines in the workshop. Learn about timbers and polymers. Design on 2D design with the product being produced on the laser cutter.
  • Clock Project- Use new skills independently to design and make a clock based on a design brief. Drawing skills- Isometric and one-point and two-point perspective drawings.
  • Food: Fruit Salad; Bread, Flapjacks, Pitta pizzas, Pasta Salad, Fruit Crumble, Fruity Fairy Cakes, Sausage Rolls, Ratatouille. Hygiene and safety whilst preparing food. Food miles/ food provenance. Food packaging. 

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
CAD/CAM- 2D design
Creativity
Precision
Measuring skills
Hand tools skills (e.g sawing, filing)
Machine skills (e.g fret saw, disc sander, pillar drill)
Resilience
Written communication
Safety

Clock project
Design
Creativity
Team-working/ peer feedback
Communication
Hand tools skills (e.g sawing, filing, clamping)
Machine skills (e.g fret saw, disc sander, pillar drill)
Surface design
Isometric drawings
One-point and two-point perspective drawings
Independence
Resilience
Written communication

Food   
Knife Skills
Weighing
Food safety and hygiene
Measuring
Rolling out
Shallow frying
How to use an oven
Melting
Aeration
Bread-making
Collaboration
Written communication

Year 8
  • Bottle Coats- Designing and making a bottle coat for a target audience. Learning about natural and synthetic fibres and fabrics, and the environmental impact of these and fast fashion
  • Shut the box- Students will investigate what makes a high-quality game and will produce a ‘shut the box’ game. Students will be learning high quality finishing skills, precision, and tolerance.
  • Food: Cheesecake, Rock Buns, Savoury Muffins, Oat Cookies, Pizza Wheels, Potato Salad, Spinach and potato curry, Stir fry. Students will be learning about macro and micronutrients and how religion effects people’s food choices. They will also be furthering their understanding of cross-contamination by learning about food poisoning bacteria

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
Hand sewing skills
Embroidery
Applique
Sewing machine skills
Measuring
Designing
Peer work
Understanding tolerance
Using templates
Communication
Written communication
Problem solving

Shut the box
Evaluation
Communication
Measuring
Quality assurance
Tolerance
Finishing skills
Cutting skills
Hand tools skills
Machine skills
Mathematics
Written communication

Food technology
Knife skills
Using a hob
Food safety and hygiene
Rubbing in method
Creaming 
Rolling
Shallow frying
Boiling
Lamination
Cross-contamination
Written communication
Independence

Year 9
  • Skills project- Students are learning to produce a variety of joints with precision. They learn about fabric construction and will produce a non-woven fabric. Students will continue their learning of circuits. Students will be able to progress their isometric drawing skills.
  • Autometer toy- Students are to learn about movement, gears, pulleys and leavers by designing and producing an autometer toy. Students will be learning about industry and a push/ pull market by discussing agriculture and farming. They will develop an understanding of one-off/ batch and mass production.
  • Food: Carrot cake, Chilli Con Carne, Mayonnaise, Swiss Roll, Cottage Pie, Stuffed Peppers, Vegetable Lasagne, Own Choice Recipe. Students will be learning about allergies and intolerances; cultures and cuisines; how food production and consumption is impacting the environment; purpose of ingredients; and raising agents.

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
Accuracy
Hand tools skiils
Machine tools skills
Using clamps and chisels
Using the embellisher
Weaving
Knitting
Drawing skills
Resilience
Independence
Written communication
Finishing skills

Autometer toy

Precision
Creativity
Finishing skills
Decorative skills
Written communication
Evaluation
Problem solving
Design skills

Food Technology

Hygiene and Safety
Written communication
Team-work
Solving technical issues
Independence
Collaboration
Emulsification
Aeration
Coagulations
Shallow frying
Timing
Measuring/weighing
Presentation

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
Collaboration
Design skills
Independence
Developing cultural capital
Hand tools
Machine skills 
Measuring
Tolerance
ICT skills
Resilience
Mathematics
Physics
Creativity
 

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. 
Students will leave Burton Borough with the life skills needed to make informed decisions regarding sustainability, the design processes and health and safety. Students who studied a DT subject will be resilient problem solvers who are in a strong position to further develop their leadership skills.

Written communication
Collaboration
Design skills
Independence
Developing cultural capital
Hand tools
Machine skills 
Measuring
Tolerance
ICT skills
Resilience
Mathematics
Physics
Creativity
Research skills
Interviewing
Bar charts and graphs
Meeting deadlines

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
Planning
Preparing
Frying
Aeration
Coagulation
Lamination
Using raising agents
Investigating the properties of ingredients
Using the hob
Pasta making
Bread making
Temperature control
Hygiene and safety
Independence
Creativity
Resilience
Collaboration
Team work
Sauce making

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:
Deboning
Portioning
Mincing
Presentation
Portion control
ICT skills
Research skills
Interviewing
Bar charts and graphs
Meeting deadlines

 

For more information regarding the Design & Technology Curriculum please contact the Head of Department via our contact form.

Curriculum Plan – Year 7 Clocks

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.

 

Year 7

Subject Content

Homework and Assessments

Subject Skills and 21st Century Soft Skills

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?

 

 

 

Critical thinking- How can the 6 R’s be applied to you?

Communication- Class discussion

Citizenship- How our choices impacts global warming.

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.

 

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

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.

 

 

Creativity- Drawing skills

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.

 

 

Creativity- Drawing skills

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.

 

 

 

Creativity- Drawing skills

Communication- Through design work and annotation

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.

 

 

Creativity- Drawing skills

Communication- Through design work and annotation

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.

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.

 

 

Creativity- Practical skills

Collaboration- Learning from others

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.

 

Creativity- Practical skills

Growth mindset- Showing resilience and self- regulation.

Evaluation

To be able to evaluate our products successfully against our specification and manufacturing plan.

 

 

Critical thinking- Evaluating progress and project.

Communication- Written and verbal communication.

 

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.

 

Curriculum Plan – Food technology Year 7

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

Year 7

Subject Content

Homework and Assessments

Subject Skills and 21st Century Soft Skills

Kitchen hazards

To be able to identify and evaluate health and safety hazards in a kitchen.

 

Citizenship- How to keep safe and keep others safe.

Fruit Salad

To be able to create a fruit salad safely and hygienically. Select the correct equipment and chopping boards.

 

 

Collaboration-Team work in the kitchen

Citizenship- safety

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.

 

SENACA-  Food- EDUQAS. Revision topics 2.1, 2.2. Assessment 1.2.1 Macronutrients

Critical thinking- making connections between conditions and bacteria.

Fruit Crumble

To be able to demonstrate and explain the rubbing in method.

 

Communication- between students and staff and students.

Growth mindset- resilience.

Sensory analysis

To able to carry out sensory analysis on a dish of food

 

Creativity- Use of language

Collaboration- team work and discussion.

Fruit Fairy Cakes

To understand the scientific changes which take place when making a cake.

 

Critical thinking- making connections between processes, ingredients, and outcomes.

Cross-contamination

To able to understand the 4 C’s and why we use them.

 

Citizenship- Safety

Critical thinking- making connections

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.

 

 

Creativity- shaping the loaf.

Collaboration- working safety and hygienically.

Fermentation

To be able to understand fermentation and the use of microorganisms, such as yeast, to produce C02.

 

Critical thinking- making connections

Growth mindset- self-regulation and metacognition

Sausage Rolls

To understand the process of lamination in puff pastry.

To be able to shape the sausage rolls and demonstrate portion control.

 

Creativity- shaping the sausage rolls

 

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.

 

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.

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.

 

Collaboration- sharing, working together, teamwork.

Food groups

To understand the 5 food groups and their effects on the body. Be able to evaluate a healthy diet.

 

Critical thinking- analysis, making connections

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.

 

Communication- with each other to work respectfully and as part of a team-Collaboration.

Food labels

To be able to understand the importance of food labelling and date marks.

 

 

Critical thinking- making connections, identifying patterns with food labels and food waste.

Ratatouille

To understand how this dish can contribute towards a balanced diet. To make suggestions to improve this dish nutritionally.

 

Growth mindset- to be able to work as independently as possible, demonstrating learning from the past term.

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.

  • Keyrack test- Soft wood / hardwood / Polymers and their sources.  Learn the names of examples and the different properties and uses for each.
  • CAD / CAM – Definitions and advantages  /disadvantage
  • Hazards – Workshop hazards and warning signs
  • Manufacturing process’.  Tools used and methods.  Familiar with names and methods for both hand tools and machines.
  • Calculating area
  • Workshop machines – Correct names and uses.

 

Growth mindset- working through challenges.

Creativity- design task.

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.

 

Curriculum Plan – Year 7 Keyrack

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.

 

Year 7

Subject Content

Homework and Assessments

Subject Skills and 21st Century Soft Skills

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.

 

Growth mindset- working through challenges.

Creativity- design task.

Introduction to Health and Safety within DT & the workshops

To be able to correctly identify hazards within a workshop.

 

Critical thinking- making connections regarding hazards.

Communication and collaboration- Working with groups to make decisions.

Introduction to workshop

To be able to identify and use tools and equipment correctly.

 

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.

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.

 

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.

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

 

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.

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.

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.

 

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.

  • Keyrack test- Soft wood / hardwood / Polymers and their sources.  Learn the names of examples and the different properties and uses for each.
  • CAD / CAM – Definitions and advantages  /disadvantage
  • Hazards – Workshop hazards and warning signs
  • Manufacturing process’.  Tools used and methods.  Familiar with names and methods for both hand tools and machines.
  • Calculating area
  • Workshop machines – Correct names and uses.

 

Growth mindset- working through challenges.

Creativity- design task.

Curriculum Plan – Year 8 Bottle Coats DT

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

Year 8

Subject Content

Homework and Assessments

Subject Skills and 21st Century Soft Skills

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.

 

 

Solving technical issues

Collaboration

 

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.

 

 

Collaboration

Design

Creativity

Communication

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.

 

SENACA- AQA DT- Revision topics 3.8, 3.9. Assessment 1.2.3 specialist techniques

Creativity

Design

Collaboration

Critical Thinking

Communication

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.

 

 

Collaboration

Creativity

Fine motor skills

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.

 

 

Creativity

Citizenship

Growth mindset

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.

 

 

Creativity

Citizenship

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.

 

 

Citizenship

Critical thinking

Growth mindset

Collaboration

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.

 

SENACA- AQA DT- Revision topics 3.8, 3.9. Assessment 1.2.3 specialist techniques. Progress homework

Creativity

Growth mindset

Hood

Students will be able to explain and demonstrate the use of finishing techniques during garment making.

 

 

Creativity

Collaboration

Growth mindset

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.

 

 

 

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.

 

 

 

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.

 

Revision

 

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

 

DIRT FOR ASSESSMENT

 

 

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

 

Curriculum Plan – Year 8 Food

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

Year 8

Subject Content

Homework and Assessments

Subject Skills and 21st Century Soft Skills

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.

 

 

Citizenship

Health and Safety

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.

 

 

Citizenship

Growth mindset

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

Micronutrients

To able to identify micronutrients. Understand and evaluate 3 different vitamins and minerals and how they affect the body.

 

 

Critical thinking

Growth mindset

Oak Cookies

To be able to understand the need for correct portioning when baking biscuits.

 

Creativity

Growth mindset

Weighing and measuring

Portion control

Pizza Wheels

To be able to explain the process of making pastry and what makes the perfect pastry.

 

Pastry making

Creativity

Collaboration

Heat transfer

To be able to name the 3 heat transfer methods and how understand how they heat or cook food.

 

 

Critical thinking

Rock Buns

To be able to explain the rubbing in method.

 

Rubbing-in method/shortening.

Shaping

Portioning

Creativity

Collaboration

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

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.

 

Critical thinking

Creativity

Collaboration

Malnutrition

To able to identify the two main types of malnutrition and understand the effects on the body.

 

 

Citizenship

Critical thinking

Communication

Fruit Cheesecake

To understand how whipped cream is stabilized.

 

Collaboration

Creativity

Communication

Deficiencies

To able to identify two key vitamin deficiency diseases and two key mineral deficiency diseases.

 

 

Growth mindset

Citizenship

Critical thinking

 

Stir fry

To be able to suggest ways a stir fry could be altered to make it suitable for difference groups of people.

 

Communication

Critical thinking

Food waste

To be able to understand food production and food wastage. To directly link these to the environment and climate change.

 

 

 

Growth mindset

Communication

Critical thinking

 

Spinach and potato curry

To be able to use sensory analysis and manipulation of flavours whilst cooking.

Revision

Growth mindset

Communication

Critical thinking

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

 

DIRT FOR ASSESSMENT

 

Growth mindset

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

Curriculum Plan – DT - Shut the box Year 8

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.

Year 8

Subject Content

Homework and Assessments

Subject Skills and 21st Century Soft Skills

 

Timber

 

 

 

  • Understand natural timbers.
  • Be able to identify hardwoods/soft woods and their properties.

 

 

 

Critical thinking- constructing knowledge of natural wood through exam type questions

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

Product analysis

 

Greater knowledge of types of existing products that hold specific items.

How to carry out a product analysis.

 

 

 

Critical thinking- evaluation and analysis.

Collaboration- group work and discussion

Initial design ideas

 

How to respond to a design brief with initial ideas

  • How to generate worthwhile initial ideas
  • How their peers can be a source of design solutions

 

 

 

Creativity- Drawing skills

Developing design ideas

 

  • How to use research to develop own designs.
  • How to use a ruler and measurement calculations

Understand annotation of designs

 

 

Creativity- Drawing skills

Communication- Through design work and annotation

Lap joints

 

  How to make a lap joint

  • How to plan effectively
  • Introduction of tools and equipment
  • Aspects of health and safety. ▪ How to calculate sizes
  • How to mark out and saw wood planks

 

 

Creativity- Practical skills.

Growth mindset- resilience with practical tasks.

 

 

 

 

 

Citizenship- How to keep yourself and others safe.

Manufacturing Joints and Pinning

 

 

 

  • Working Knowledge of new tools, to include safe use of disc sander and other equipment.
  • Levelling material and surface preparation
  • How to write a production plan

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.

 

Jigs

 

  • •  Understand why manufacturers use jigs.
  • Be able to mark out using a jig
  • Safety rules using the pillar drill.
  • Be able to review www and EBI and how to improve work.

 

 

 

 

Growth mindset- How can I improve my own work?

Critical thinking- making connections and identifying solutions.

Wood joints

 

 

  •   Knowledge of new tools and techniques for assembly through wood joints and pyrography machine.
  • Health and safety
  • Finishing skills and quality outcomes.
  •  

 

Critical thinking- Evaluating progress and project.

 

Finishing techniques

  • How to deal with problems and modify your work during manufacture.

 

Have a good understanding of finishing techniques.

How to write an evaluation and explain what improvements could be made.

 

Communication- Written and verbal communication.

 

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.

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

 

DIRT FOR ASSESSMENT

 

 

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

Curriculum Plan – Year 9 Mechanics

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.

Year 9

Subject Content

Homework and Assessments

Subject Skills and 21st Century Soft Skills

Technological development

  

Which technological developments in agriculture led to the growth of the cities?

 

Critical thinking- Understand how the history of workplace design and organisation including automation and the use of robotics has changed society,

 

Business Structures

Explain the 3 different business structures- Crowdfunding / Fair Trade / Co-operative. 

Justify the selection of a business model

 

 

 

Critical thinking-understand different types of funding.

Methods of production

 Define three different types of production.  Recognise what process would be appropriate for different products.

 

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.

Mechanisms

Explain the term mechanism. 

Give an example of a mechanism.

Explain why mechanisms are used. 

  • Demonstrate the 4 main types of motion. Different types of motion. Include examples for each. 

 

 

Critical thinking-Making connections

Drawing techniques

Produce a design in Isometric or 3rd angle projection.   

 

 

Creativity- Drawing skills

Communication- Through design work and annotation

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. 

 

 

Creativity- Practical skills

Collaboration- Learning from others.

 

Final design

 

Complete a clear Annotated Design for your Automata  

Apply 2 CAMs

 

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

 

Mechanics

 

 

Build the mechanics of the automata. 

 

Creativity- Practical skills

Collaboration- Learning from others

Practical

Build – Outcomes 
Explain how to ensure maximum throw for your cams. 
 

Justify why is it important to work with precision?  

Final design of character with modification for function. 

 

 

 

Creativity- Practical skills

Collaboration- Learning from others

Evaluation of the Automata 

Final evaluation of the automata.

Revision

Critical thinking- Evaluating progress and project.

Communication- Written and verbal communication.

 

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

 

DIRT FOR ASSESSMENT

 

Growth mindset

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

Year 9 Food

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

Year 9

Subject Content

Homework and Assessments

Subject Skills and 21st Century Soft Skills

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.

 

 

Communication

Collaboration

Critical thinking

Citizenship

Carrot Cake

To be able to work independently and safely, following a recipe. To understand what happens to the protein of eggs during baking.

 

 

Communication

Collaboration

Creativity

Baking

Creaming method

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

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.

 

 

Creativity

Collaboration

Shallow frying

Food and the environment

Discuss the environmental impact of food production and consumption and suggest ways to reduce food miles and the carbon footprint.

 

Growth mindset

Critical thinking

Communication

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.

 

 

Creativity

Growth mindset

Collaboration

Baking

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.

 

SENACA- EDUQAS Food- Revision topics 5.1, 5.2. Assessment 1.4.3 Recipes failing. Progress homework

Collaboration

Critical thinking

Growth mindset

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.

 

 

Collaboration

Communication

Baking

Frying

Cultures and cuisines

To be able to discuss the influences that shape world cuisines.

 

Communication

Collaboration

Citizenship

Critical thinking

Cottage pie

To be able to explain why a traditional cottage pie is a British cuisine.

 

Creativity

Communication

Collaboration

Frying

Boiling

Own choice recipe

To be able to work fully independently and safely

Revision

Independence

Growth mindset

Creativity

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

 

DIRT FOR ASSESSMENT

 

Growth mindset

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

Curriculum Plan – Year 9 skills

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

Year 9

Subject Content

Homework and Assessments

Subject Skills and 21st Century Soft Skills

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.

 

 

Collaboration

Creativity

Critical thinking

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.

 

 

Creativity

Communication

Critical thinking

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.

 

Homework SENACA- AQA DT- Revision 1.1, 1.2. Assessment- 1.1.1 Emerging technologies

Creativity

Growth mindest

Finger joints

Explain the construction of a finger joint and how to mark out the material.

 

 

Creativity

Growth mindset

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.

 

Homework SENACA- AQA DT- Revision 1.1, 1.2. Assessment- 1.1.1 Emerging technologies. Progress homework.

Creativity

Growth mindset

Critical thinking

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.

 

Creativity

Critical thinking

Communication

Collaboration

Growth mindset

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

 

DIRT FOR ASSESSMENT

 

Growth mindset

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

Curriculum Plan – Year 10 OCR Cambridge National Child Development Summer Term

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

Year 10 Term 3

Subject Content

Homework and Assessments

Subject Skills and 21st Century Soft Skills

Theory-R057 TA2-Health Professionals

Meaning of the term antenatal

Roles of health professionals

 

Communication- Discussion

Citizenship- community views

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

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.

 

Critical thinking- Making connections and evaluation.

Citizenship- social and moral issues.

Communication- written

Theory-R057 TA2-Antenatal classes

Purpose of antenatal classes

 

Homework-Produce a plan for a 4 week antenatal class.

Creativity- producing an antenatal class plan.

 

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

Theory-R057 TA2-Role of partner

Benefits

Physical and emotional support

 

Communication- Discussion

Citizenship- Thought and feelings of others.

 

Theory-R057 TA2-Methods of pain relief

Epidural, Entonox, Pethidine, TENS

Homework- Venn diagram of methods of pain relief

Critical thinking- making connections.

Theory-R057 TA2-Stages of labour

Signs of labour, stage 1, stage 2, stage 3.

 

Critical thinking- Examination questions

Theory-R057 TA2-Assisted birth

Forceps, ventouse, episiotomy.

Risks

Caesarean section

Homework-Revision

Growth mindset- self-regulation of revision

TA1 and TA2 topical test

Pre-conception health and reproduction and Antenatal care and preparation for birth

 

Critical thinking- reasoning, evaluation, applying knowledge and understanding.

Curriculum Plan – Design and Technology AQA KS4

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. 

Year 10

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 done on Teams and in DT catchup 

Critical Thinking – Investigating topic and identifying a problem 

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 

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. 

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 

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 

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 

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 

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 

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 

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 

GCSE EDUQAS Food Preparation and Nutrition Summer Term

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

Year 11

Subject Content

Homework and Assessments

Subject Skills and 21st Century Soft Skills

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

Sensory Testing

Choice of food

Sensory testing

Star diagrams

 

Creativity- Use of language

Critical thinking- Making connections between senses.

Collaboration- Group discussion

 

Mock Exam

Full specification

Mock Exam- Full specification

Growth mindset- Resilience

Critical thinking- Evaluation

Communication- Written response

Heat transfer and cooking methods

Conduction, convection, and radiation

Cooking methods- Water, fat and dry methods.

 

Critical thinking- making connections

Citizenship- Considering sustainability and nutrition

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

Use of microorganisms

Yeasts- drinks and bread

Moulds- cheese

Bacteria- Dairy and fermented products

 

Communication- Written response

 

GM crops

Genetically modified foods- Advantages and disadvantages

Consumers have safety concerns

 

Citizenship- Consumer concerns, population increase, nutrition.

Critical thinking- making connections from past learning.

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

Fortification and modification

Fortification adds nutrients.

Why?

Which foods are fortified?

 

Critical thinking- making connections.

 

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.

Curriculum Plan – OCR National Child Development Summer Term

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

Year 11

Subject Content

Homework and Assessments

Subject Skills and 21st Century Soft Skills

Understand reproduction and the roles and responsibilities of parenthood

Decision to have children

Pre-conception health

Roles & Responsibilities of parenthood

Contraception

Reproductive systems

 

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

Understand antenatal care and preparation for birth

Health professionals

Antenatal & parenting classes

Routine checks

Specialised diagnostic tests

Choices for delivery

Stages of labour & pain relief

 

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

Understand postnatal checks, postnatal provision, and conditions for development

Postnatal checks

Specific needs of the newborn baby

Specific needs or the premature baby

Postnatal provision

Conditions for development

 

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

Understand how to recognise, manage and prevent childhood diseases

Immunity

Ailments & diseases

Medical assistance

Diet-related illnesses

The needs of an ill child

How to prepare a child for hospital

 

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

Know about child safety

Create a safe environment

Safety labelling

Childhood accidents

Social Safety

 

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

Curriculum Plan – Year 11 Design & Technology GCSE

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.

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

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

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.

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

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

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

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

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

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

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

HALF TERM

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

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

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

CHRISTMAS BREAK

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

HALF TERM

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

EASTER BREAK

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

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

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

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

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

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

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

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.

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

 

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

 

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- 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

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?