Technology

Head of Faculty

Mrs Joanna Joslin

Introduction

In Technology students combine practical and technological skills with creative thinking to design and make products and systems that meet human needs. They learn to use current technologies and consider the impact of future technological developments. They learn to think creatively and intervene to improve the quality of life, solving problems as individuals and members of a team.

Key Stage 3

Our Technology course draws together the specialisms of Food, Textiles, Graphics, Resistant Materials and Electronics. Students are encouraged to design and make to a high quality, and to evaluate their work critically.

Key Stage 4

GCSE courses offered by the Technology Faculty currently include:

  • Graphic Products
  • Electronic Products
  • Engineering Design
  • Child Development
  • Food Preparation and Nutrition
  • Catering
  • Health and Social Care
  • Textiles Technology

(All courses currently under review for teaching from September 2017)

Key Stage 5

GCE AS and A2 courses offered by the Technology Faculty include:

  • Graphics with Materials
  • Systems and Control
  • Resistant Materials
  • Level 3 Diploma Food Science and Nutrition

(All courses currently under review for teaching from September 2017)

Technology (Food)

Year 7

The ‘Give me 5’ project is an introduction to Food Technology at Tadcaster Grammar School. The focus is on three key areas of Food Technology:

  • Safety and hygiene
  • Cooking and nutrition
  • Practical skills and knowledge

Year 8

The ‘Food Around the World’ project explores a variety of dishes from other countries and cultures around the world. The project has 3 main sections:

  • Review of safety and hygiene
  • Food around the world
  • Signature multicultural dish

Year 9

The ‘Investigating Food’ project allows students to develop the practical skills gained in Year 7 and 8 Food Technology, alongside equipping them with some of the knowledge and understanding required if they choose to study Food Preparation and Nutrition GCSE. The project will cover:

  • Function of ingredients
  • Extraordinary Eggs
  • Brilliant Bread
  • Food Safety and Hygiene

Food Preparation and Nutrition GCSE

Year 10

Students will study for the written paper. This builds upon the KS3 Programmes of Study to further develop knowledge and understanding of a wide range of materials, ingredients and standard components. They are given the opportunity to gain a working knowledge of the functional and nutritional properties of food through the principles of food science and healthy eating.

In Year 11, they complete two tasks which will be internally assessed. Task 1: Food Investigation and Task 2: Food Preparation Assessment. These tasks constitute 50% of the total marks. The rest of the year will be spent on exam preparation and techniques for the terminal examination which constitutes the remaining 50% of the total marks.

Subject content during Years 10 and 11 include:

  1. Food, nutrition and health – Macronutrients, micronutrients and nutritional needs and health.
  2. Food science – Cooking of food and heat transfer, functional and chemical properties of food.
  3. Food safety – Food spoilage and contamination and the principles of food safety.
  4. Food choice – Factors affecting food choice, British and international cuisines, sensory evaluation and food labelling and Marketing.
  5. Food provenance – Environmental impact and sustainability of food, food processing and production.

Emphasis will be placed on food preparation skills with weekly practical activities and students are expected to bring ingredients on a regular basis in order to produce the required dishes. The school will provide ingredients for investigation and evaluation activities.

Catering GCSE

GCSE Catering is suitable for any student who wants a broad background in the study of food. The course offers students a unique opportunity to develop knowledge and to extend practical food skills. It can be a starting point for further education or it can provide valuable preparation for those entering the world of work.

The course is assessed in two ways:

  • Two practical tasks are planned, carried out and evaluated. Together these tasks make up 60% of the GCSE
  • The remaining 40% of the GCSE comes from a written paper lasting one hour and fifteen minutes taken at the end of year 11

Level 3 Diploma Food Science and Nutrition

Years 12 and 13

An understanding of food science and nutrition is relevant to many industries and job roles. Care providers and nutritionists in hospitals use this knowledge, as do sports coaches and fitness instructors, Hotels and restaurants, food manufacturers and government agencies also use this understanding to develop menus, food products and policies that support healthy eating initiatives. Many employment opportunities within the field of food science and nutrition are available to graduates.

The Level 3 Diploma in Food Science and Nutrition has been designed to provide students with underpinning knowledge, understanding and skills to progress to further study and training. It offers exciting and interesting experiences that focus on applied learning, i.e. through the acquisition of knowledge and understanding in purposeful contexts linked to the food production industry.

Course Content:

Two compulsory units (units 1 and 2) and then a selected optional unit.

Unit 1: Meeting the nutritional needs of specific groups.

This unit allows students to demonstrate an understanding of the science of food safety, nutrition and nutritional needs in a wide range of contexts, and through on-going practical sessions, to gain practical skills to produce quality food items to meet the needs of individuals.

Unit 2: Ensuring food is safe to eat

This unit will allow you to develop your understanding of the science of food safety and hygiene; essential knowledge for anyone involved in food production in the home or wishing to work in the food industry. Practical sessions will support the gaining of theoretical knowledge and ensure learning is a tactile experience.

Studying one of the two optional units; experimenting to solve food production or current issues in food science and nutrition, allows for the opportunity to study subjects of particular interest or relevance to students, building on previous learning and experiences.

Study Methods:

Lessons give a balance of practical skill development and knowledge requirements, some of which can be theoretical in nature. Students are encouraged to work independently for at least one hour per week within school to consolidate learning from the lessons. Private study at home is largely working on assignments set in lessons designed to further knowledge and understanding.

Method of Assessment:

Assessment is through a combination of a written examination and external assignment set and marked by the examination board and two centre marke assignments. Students will be awarded a Distinction, Merit or Pass (these carry equivalent UCAS points as an A, C and E grade at A-Level respectively).

Technology (Textiles)

Year 7

In Year 7, Students learn the basic skills involved in Textiles, and produce a decorated, fabric reusable bag. The Year 7 course will cover:

  • Health and safety in Textiles
  • Threading and controlling the sewing machine
  • Producing and embellishing a reusable bag

Year 8

In Year 8 Textiles students will revise and develop the basic skills learned in Year 7, along with learning new techniques and producing a cushion cover. The Year 8 course will cover:

  • Health and safety in Textiles
  • Development of basic textiles skills and knowledge
  • Producing a cushion cover decorated using applique

Year 9

In Year 9, students are given more creative freedom and will create a pair of sleep shorts. They will trial a number of different embellishment techniques before using them to design and decorate ‘sleep shorts’. The Year 9 Textiles course aims to prepare them with some of the knowledge and skills required if they choose to take Textiles at GCSE. The Year 9 course will cover:

  • Embellishment techniques
  • Using a pattern
  • Assembling and finishing a garment

Technology (Health and Social Care GCSE)

Students follow the GCSE Single Award course (Edexcel), there is one tier of assessment covering grades A* – G. Unit 1- Written paper 40% of total marks and Unit 2 – Controlled assessment 60% of total marks.

Unit 1 – Understanding Personal Developments and Relationships. :The different ways people grow and develop during their lives focusing on the patterns of physical growth and change, and the physical, social, intellectual and emotional development that typically takes place in each life stage. Students develop knowledge and understanding of patterns of human growth and development including: factors that can affect human growth and development, self-concept and personal relationships, major life changes and how people manage the effects of these and the role of relationships in personal development.

Unit 2 – Controlled Assessment. Students are required to produce a report which is based on an investigation of the needs of one service user and how these needs are met by service providers and care practitioners.

Technology (GCSE Child Development)

Students learn about all of the things that can affect how a child develops, from before they are conceived, throughout their mother’s pregnancy, and then through their first 5 years. We look at various areas of development; physical development, cognitive and language development, social and emotional development. We also look at how factors such as feeding and health issues, toys, games and books, safety within the home and outdoors, and the roles of other people can shape the development of a child.
The GCSE is broken down into 3 units:

  • Unit 1 – Written examination (40% of overall mark)
  • Unit 2 – Research task (20% of overall mark)
  • Unit 3 – Child study (40% of overall mark)

Design and Technology

technology

Year 7

Students will undertake a range of design and make activities, in these activities they will be assessed on their ability to research, design, develop and manufacture products. The content of the year is as follows:

  • Health and safety
  • Automata – working with materials to create a mechanical toy
  • Computer Buddy – electronics and plastics project
  • CAD/CAM Sweets box

Year 8

Students will continue to undertake a range of design and make activities, in these activities they will be assessed on their ability to research, design, develop and manufacture products. The content of the year is as follows:

  • Health and safety
  • Wacky Racer – Electronic systems and foam modelling project
  • CAD CAM – Picture frame and blister pack
  • Computer Aided Design – Google Sketchup

Year 9

Students will undertake a range of design and make activities that will prepare them for GCSE, in these activities they will be assessed on their ability to research, design, develop and manufacture products. The content of the year is as follows:

  • 3D sketching and rendering
  • Electronic programmable game
  • Architecture project
  • Design styles

GCSE Graphics

This specification has been designed to encourage candidates to be able to design and make products with creativity and originality, using a range of graphic and modelling materials. Candidates will be enthused and challenged by the range of practical activities possible. They will be encouraged to learn through images to use, understand and apply colour and design, to develop spatial concepts, and to understand graphic materials and their manipulation. They will design and make products using a graphic media and new technologies to prepare them for the world of work.

Unit 1: Written Paper (45501), 2 hours – 120 marks – 40%
Unit 2: Design and Making (45502)
Approximately 45 hours – 90 marks – 60%
Consists of a single design and make activity selected from a range of board set tasks.

GCSE Engineering Design

Engineering design is a process used to identify market opportunities and solve problems which contribute to the development of new products and systems. This qualification is aimed at learners who wish to study the processes involved in designing new engineered products and the requirements of a design specification. Through research and practical activities, learners will understand how market requirements and opportunities inform client briefs and will use practical skills such as drawing, computer modelling and model making to communicate design ideas.

Year 10

R105: Design briefs, design specifications and user requirements
R106: Product analysis and research
R107: Developing and presenting engineering designs

Year 11

R108: 3D design realisation
R105: Design briefs, design specifications and user requirements

GCSE Electronics

This specification has been designed to encourage candidates to be able to design and make quality electronic products with creativity, originality and flair using a wide range of electronic components with appropriate materials to package the electronic circuit. Candidates will be enthused and challenged by the range of practical opportunities this Specification offers. The packaging of the electronic circuit can include individually designed cases made from a range of resistant materials, textiles, card or recycled materials. Alternatively, candidates can purchase a commercially made case and modify the case to meet their project needs.

Unit 1: Written Paper (45401) 2 hours –120 marks – 40%
Unit 2: Design and Making (45402)
Approximately 45 hours – 90 marks – 60%
Consists of a single design and make activity selected from a range of board set tasks.

Technology KS5

Edexcel Advanced GCE in Design and Technology: Product Design Graphics

This qualification emphasises two key factors: creativity and sustainability. The structure allows students to develop a range of skills and outcomes that demonstrate their creativity, and apply these to a design and make project. Students are encouraged to explore ideas of originality and value, to question and challenge, and to envisage what could be. Alongside your knowledge and understanding, you’ll develop your research, analysis, product development, project planning and evaluation skills.

Unit 1: Portfolio of Creative Skills – Design and make project
Unit 2: Design and Technology in Practice – exam
Unit 3: Designing for the Future – exam
Unit 4: Commercial Design – Design and make project

AQA Design and Technology: Systems and Control Technology

The emphasis of this course is electrical and mechanical systems. Students will develop their capacity to design and make products and to appreciate the complex relations between Design, materials, manufacture and marketing. The course will provide students with the opportunity to develop a range of investigative, research, analytical, modelling, designing and making skills that can be applied when solving problems.

Unit 1 – SYST1 Materials, Components, Application – written paper
Unit 2 – SYST2 Learning Through Designing and Making -Coursework
Unit 3 – SYST3 Design and Manufacture – written paper
Unit 4 – SYST4 Designing and Making Practice – Coursework

New for Sept 2017

BTEC Level 3 National Diploma in Graphics is equivalent in size to 2 A Levels

The qualification is designed to give learners a technical understanding of Graphics. Learners gain knowledge and skills in areas such as typography, illustration and web design to produce vocational projects in graphic design.

Progression opportunities

This qualification is designed to support progression to employment or a university course in the area of graphics.

Programme of study

  • Unit 6 Managing a Client Brief
  • Unit 7 Developing and Realising Creative
  • Unit 8 Professional Practice in Art and Design
  • Unit 10 Graphics Materials, Techniques and Processes
  • Unit 13 3D Design Materials, Techniques and Processes
  • Unit 22 Graphics for 3D
  • Unit 23 Branding in Graphic Design
  • Unit 24 Graphic Illustration
  • Unit 26 Web Design

Study methods

Students will be enthused and challenged by the range of practical activities and assignments.

Learners will be given opportunities to:

  • Demonstrate practical and technical skills using appropriate materials, techniques and processes
  • Complete realistic tasks to meet specific briefs or particular purposes
  • Write up the findings of their own research
  • Use case studies to explore complex or unfamiliar situations
  • Carry out projects for which they have choice over the direction and outcomes

Method of assessment

Unit 6 & 7 are externally set and marked practical exams (5 hours assessment period) Units 8, 10, 13, 22, 23, 24 and 26 are internally assessed assignments which are subject to external standards verification

A Level in Design Engineering

A focus on iterative designing – Students will learn to deliver their thinking and design skills through iterative design processes that allow them to ‘explore, create and evaluate’ following practices and strategies used by the creative, engineering and manufacturing industries.

This A Level qualification requires students to identify market needs and opportunities for new products, initiate and develop design solutions, and make and test prototypes/products. Learners should acquire subject knowledge in design and technology, including how a product can be developed through the stages of prototyping, realisation and commercial manufacture.

Programme of study

  • Component 01- “Principles”
  • Component 02 – Unseen Challenge
  • Component 03 – Interactive Design Project
  • Study methods

Students will receive a mixture of taught theory lessons which will be delivered in various formats, including research tasks; practical investigation, collaborative team work challenges, critical thinking, problem solving, independent study, student presentations and product analysis are just some of the study methods employed.

Method of assessment

  • Component 01 – “Principles” written paper, 75 Marks, 1 Hour and 30 Minutes, 25% of A Level
  • Component 02 – Unseen Challenge design and written paper, 75 Marks, 2 Hours and 30 Minutes, 25% of A level
  • Component 03, 150 Marks, Approx 45 Hours, 50% of A level