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KS4 Design & Technology

Subject content

Design and Technology is a practical subject area which requires the application of knowledge and understanding when developing ideas, planning, producing products and evaluating them.

The distinction between Designing and Making is a convenient one to make, but in practice the two often merge. For example, research can involve not only investigating printed matter and people's opinions, but also investigating e.g. proportions, adhesives, colour, structures and materials through practical work.

•    Designing Skills
•    Making Skills
•    Unit 1: Written Paper
•    Unit 2: Design and Making Practice

Design and Technology: Resistant Materials

GCSE Design and Technology: Resistant Materials helps students develop the ability to design and make products with creativity and

originality, using a range of materials and techniques.
Pupils will be taught to:

•    be creative and innovative when designing;
•    design products to meet the needs of clients and consumers;
•    understand the design principles of form, function and fitness for purpose;
•    understand the role that designers and product developers have, and the impact and responsibility they have on and to society;
•    analyse and evaluate existing products, including those from professional designers;
•    to develop and use design briefs and specifications for product development;
•    consider the conflicting demands that moral, cultural, economic, and social values and needs can make in the planning and in the designing of products;
•    consider environmental and sustainability issues in designing products;
•    consider health and safety in all its aspects;
•    anticipate and design for product maintenance where appropriate;
•    design for manufacturing in quantity and to be aware of current commercial/industrial processes;
•    generate design proposals against stated design criteria, and to modify their proposals in the light of on-going analysis, evaluation and product development;
•    reflect critically when evaluating and modifying their design ideas and proposals in order to improve the products throughout inception and manufacture;
•    use, where appropriate, a range of graphic techniques and ICT (including digital media), including CAD, to generate, develop, model and communicate design proposals;
•    investigate and select appropriate materials and components;
•    plan and organise activities which involve the use of materials and components when developing or manufacturing;
•    devise and apply test procedures to check the quality of their work at critical/key points during development, and to indicate ways of modifying and improving it when necessary;
•    communicate the design proposal in an appropriate manner;
•    be flexible and adaptable when designing;
•    test and evaluate the final design proposal against the design specification;
•    evaluate the work of other designers to inform their own practice;
•    understand the advantages of working collaboratively as a member of a design team;
•    understand the need to protect design ideas.

This course has 60 per cent controlled assessment in order to recognise the importance of practical work within this subject.

This specification is offered by AQA. There is one tier of assessment covering grades A* to G.

Unit 1: Written Paper
2 hours –120 marks – 40%
Candidates answer all questions in two sections
Pre-Release material issued

plus

Unit 2: Design and Making Practice
Approximately 45 hours – 90 marks – 60%
Consists of a single design and make activity selected from a range of board set tasks

Design and Technology: Graphic Products

GCSE Design and Technology: Graphic Products enables students to design and make products with creativity and originality, using a range of graphic and modelling materials.

Students will be enthused and challenged by the range of practical activities possible. They will be encouraged to learn to use, understand and apply colour and design through images, to develop spatial concepts, and to understand graphic materials and their manipulation. They will design and make product(s) using graphic media and new technologies to prepare them for the world of work.

Pupils will be taught to:

•    be creative and innovative when designing;
•    design products to meet the needs of clients and consumers;
•    understand the design principles of form, function and fitness for purpose;
•    understand the role that designers and product developers have, and the impact and responsibility they have on and to society;
•    analyse and evaluate existing products, including those from professional designers;
•    develop and use design briefs and specifications for product development;
•    consider the conflicting demands that moral, cultural, economic, and social values and needs can make in the planning and in the designing of products;
•    consider environmental and sustainability issues in designing products;
•    consider health and safety in all its aspects;
•    anticipate and design for product maintenance where appropriate;
•    design for manufacturing in quantity and be aware of current commercial/industrial processes;
•    generate design proposals against a stated design criteria, and to modify their proposals in the light of on-going analysis, evaluation and product development;
•    reflect critically when evaluating and modifying their design ideas and proposals in order to improve the products throughout inception and manufacture;
•    use, where appropriate, a range of graphic techniques and ICT (including digital media), including CAD, to generate, develop, model and communicate design proposals;
•    investigate and select appropriate materials and components;
•    plan and organise activities which involve the use of materials and components when developing or manufacturing;
•    devise and apply test procedures to check the quality of their work at critical/key points during development, and to indicate ways of modifying and improving it when necessary;
•    communicate the design proposal in an appropriate manner;
•    be flexible and adaptable when designing;
•    test and evaluate the final design proposal against the design specification;
•    evaluate the work of other designers to inform their own practice;
•    understand the advantages of working collaboratively as a member of a design team;
•    understand the need to protect design ideas.

This specification is offered by AQA. There is one tier of assessment covering grades A* to G.

Unit 1 – Written Paper
2 hours 120 marks - 40%
Candidates answer all questions in two sections
Pre-release material issued

Unit 2 – Design and Making Practice
Approximately 45 hours - 90 marks - 60%
Consists of a single design and make activity from a range of board set tasks.

Design and Technology: Textiles Technology

GCSE Design and Technology: Textiles Technology helps students develop their creativity.

This two-unit specification requires students to develop their ability to make textile products, a vital feature of candidates' experience of taking this specification.

Pupils will be taught to:

•    be creative and innovative when designing;
•    design products to meet the needs of clients and consumers;
•    understand the design principles of form, function and fitness for purpose;
•    understand the role that designers and product developers have, and the impact and responsibility they have on and to society;
•    analyse and evaluate existing products, including those from professional designers;
•    develop and use design briefs and specifications for product development;
•    consider the conflicting demands that moral, cultural, economic, and social values and needs can make in the planning and in the designing of products;
•    consider environmental and sustainability issues in designing products;
•    consider health and safety in all its aspects;
•    anticipate and design for product maintenance where appropriate;
•    design for manufacturing in quantity and to be aware of current commercial/industrial processes;
•    generate design proposals against stated design criteria, and to modify their proposals in the light of on-going analysis, evaluation and product development;
•    reflect critically when evaluating and modifying their design ideas and proposals in order to improve the products throughout inception and manufacture;
•    use, where appropriate, a range of graphic techniques and ICT (including digital media), including CAD, to generate, develop, model and communicate design proposals;
•    investigate and select appropriate materials and components;
•    plan and organise activities which involve the use of materials and components when developing or manufacturing;
•    devise and apply test procedures;
•    check the quality of their work at critical/key points during development, and to indicate ways of modifying and improving it when necessary;
•    communicate the design proposal in an appropriate manner;
•    be flexible and adaptable when designing;
•    test and evaluate the final design proposal against the design specification;
•    evaluate the work of other designers to inform their own practice;
•    the advantages of working collaboratively as a member of a design team;
•    understand the need to protect design ideas.

This specification is offered by AQA. There is one tier of assessment covering grades A* to G.

Unit 1 – Written Paper
2 hours 120 marks - 40%
Candidates answer all questions in two sections
Pre-release material issued

Unit 2 – Design and Making Practice
Approximately 45 hours - 90 marks - 60%
Consists of a single design and make activity from a range of board set tasks.

Design and Technology: Hospitality and Catering

The GCSE Hospitality and Catering specification offers a unique opportunity for candidates to develop their knowledge and extend their skills within hospitality and catering in a vocational context. It is a suitable qualification for those who want a broad background in this area and for those who wish to progress to further education. It will offer valuable preparation for those entering the world of work.

The specification encourages the investigation and study of hospitality and catering in a variety of contexts and uses a range of assessment techniques to enable the candidate to respond through practical and investigative work.

Controlled Assessment

Hospitality and Catering: These tasks are live for any candidates completing the controlled assessment tasks from September 2013 to June 2015.

Unit 1 - Catering skills related to food preparation and service
The controlled assessment is structured as follows:

Task 1 - (20%) Please note there is no change to task 1.

Candidates will choose one from the following bank of tasks.

1.    Chefs use a wide range of fruit and vegetables to add colour, flavour and texture to their menus. Using fruit and vegetables produce and serve four interesting dishes that would be popular with customers.

2.    There is a wide variety of dairy products available for chefs to use. Using dairy products produce and serve two sweet and two savoury dishes that could be included on a menu.

3.    Afternoon teas are very popular and are an excellent way for chefs to demonstrate their skills at producing baked products. Prepare, cook and serve four items, at least one of which must be savoury that could be offered as part of an afternoon tea menu.

Task 2 - (40%)

Candidates will choose one from the following bank of tasks. All tasks must cater for two covers.

1.    The local hotel in your area is holding an international week. As the trainee chef you have been invited to take part and have been asked to prepare a two-course meal from a country of your choice.

2.    Celebrity chefs have been promoting the importance of a healthy diet. As a school/college caterer you have been asked to produce and serve a two- course meal that would encourage healthy eating in the school/college restaurant.

3.    You have been selected to represent your school/college in the ‘Young Chef of the Year’ competition. You have been asked to plan, prepare and serve a two course meal for two covers suitable for customers with a specific dietary need.
(You must clearly indicate and justify the specific dietary need you intend to cater for.)

Unit 2: Hospitality skills related to events and functions: Event Based Task. (60%)

Candidates will complete an individual folio that records one planned and executed event chosen from the following: (no change from GCSE Specification 2009). The event must cater for a minimum of 10 people.

1.    Many charities rely on fund raising events. Research, plan and carry out a fund raising event.

2.    Celebrations of all kinds are often large events. Research, plan and carry out a celebratory event.

3.    Schools and colleges host many events during the year. Research, plan and carry out an event.

 

Design and Technology: DEC

Design and Technology: DEC

Levels 1, 2 and 3 attract league table points – approved for 2018 EQUAL to GCSE A*-C and A Level A*-E

Design Engineer Construct! ® (DEC!) is an accredited learning programme to create and inspire the next generation of Built Environment professionals. Through a project-based approach, DEC! applies pure academic subjects to the latest construction industry practices. The result is young people with real-world practical experience and employability skills.

DEC! offers a new and innovative project based approach to learning that is both challenging and rewarding.

By working their way through an online workbook, our pupils will develop knowledge and skills by undertaking a sustainable building project and, through the complementary workshops, have guaranteed face to face engagement with industry professionals.

There are many opportunities for cross curricular learning including explicit opportunities for Maths, English and Science as well as for other aspects of the wider curriculum such as Citizenship and PHSE.

Design an Eco Classroom – a STEM focused Enterprise Day

As a fundamental part of the curriculum programme, students undertake workshops led by industry professionals.

The Eco Classroom workshop is a fun day. Students take on the roles and responsibilities of a Building Design company to create a standalone Eco Classroom for their local community and for school use.

Qualifications

DEC! provides pupils with valuable opportunities throughout their education to gain the knowledge and practical skills they’ll need to embark on an exciting career in the Construction and Built Environment sector of industry. DEC! provides qualification routes that raise achievement in literacy, numeracy and STEM subjects, and offers highly prized performance table points.

Level 1, 2 & 3 Qualifications in Designing, Engineering and Constructing a Sustainable Built Environment, better known as ‘Design Engineer Construct!’, count in headline league table points and are based on coursework with a multiple choice test at Level 1, and grading exams for Level 2 and 3.

 

 

  2015 Exam Results:  Catering A*-C 72%   Textiles A*-C 90%

 

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