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Design and Technology
Curriculum Statement Design and Technology
Assessment Sheets
Year 7: How it works
Year 7
Number of lessons a fortnight: 3
How it works
Students will have the opportunity to study across all specialisms of Design and Technology over the course of the year. This includes Food, Product Design, Textiles and Graphics. Students will be on a rotation system, where they will spend time studying one specific area, before moving on to another specialism. This rotation system gives our students an excellent chance to explore the full range of Design and Technology specialisms throughout the year.
Year 7: Food Technology
Food Technology:
Aims of the course:
Students will begin with learning the basics of good hygiene and safety in the kitchen. They will then develop their skills in the classroom by learning the theory behind healthy eating, complimented by relevant practical lessons which will secure this knowledge.
Content: Skills and knowledge:
- Using a knife accurately and safely.
- Kitchen hygiene, including food and environment.
- Critical analysis skills including evaluation of their own work.
Year 7: Textiles
Textiles:
Aims of the course:
Students will develop understanding of how to work within a practical environment and will develop their skills in the classroom. This will be done through delivery of theory and application of this knowledge through practical work.
Content: Skills and knowledge:
- Hand sewing, including construction and decorative techniques.
- Development of a concept through to design stages.
- Evaluation of success using ACCESS FM.
Year 7: Product Design
Product Design:
Aims of the course:
Students will learn how to work safely and successfully within a practical workshop. They will be able to explore a range of techniques including measuring, using hand tools and using a brief to create a physical outcome- a bookend.
Content: Skills and knowledge:
- Measuring using specialist equipment with accuracy.
- Cutting out shapes of increasing complexity using hand-tools.
- Application of theoretical knowledge to practical ability.
Year 7: Graphics
Graphics:
Aims of the course:
Students will be introduced to the basics of key skills within Graphics. This will include understanding of working with accuracy, and the exploration of others work and applying this to their own work.
Content: Skills and knowledge:
- Core skill introduction and development.
- Measuring and cutting with accuracy.
- Considering the work of key designers in relation to your own work.
Year 7: Assessment & How can parents help?
Assessment:
Students will be assessed following our Creative 6 criteria, which will assess their application of Research, Ideas, Experimenting, Evaluation, Knowledge and Mindset through their work. They will be assessed twice through each rotation- about two weeks in to each rotation, and then towards the end, evaluating their work and mindset throughout the rotation.
How can parents help?
Parents can support by offering creative opportunities at home. This could include allowing students to cook on a regular basis at home, to encourage creative thinking and application, allowing for them to help you around the house with DIY and giving them access to a range of media to explore with. Encourage your child to take the approach that every problem has a solution and that things that go wrong are a learning experience, not a failure!
Year 8: How it works
Year 8
Number of lessons a fortnight: 3
How it works
Students will have the opportunity to study across all specialisms of Design and Technology over the course of the year. This includes Food Technology, Textiles, Product Design and Electronics and Graphics. Students will be on a rotation system, where they will spend time studying one specific area, before moving on to another specialism. This rotation system gives our students an excellent chance to explore the full range of Design and Technology specialisms throughout the year.
Year 8: Food Technology
Food Technology
Aims of the course:
Students will be exploring the issues surrounding food waste. They will be considering how to reduce food waste in their day to day lives, and how we, as consumers, can purchase and eat food in a more environmentally conscious way. This knowledge will also be applied to their practical work.
Content: Skills and knowledge:
- Application of understanding surrounding food waste and the environment.
- Development of technical ability through more complex manufacturing techniques.
- Confidence gained when working in the kitchen, ability to work independently.
Year 8: Textiles
Textiles
Aims of the course:
Students will be developing their own design work, creating a product using the sewing machines and designing and cutting their own unique stencil to apply to the bag. They will need to work with incredible accuracy and to consider what benefit their design may have on the environment.
Content: Skills and knowledge:
- Confidently working on a sewing machine, and ability to measure and mark out.
- Ability to consider the strengths and weaknesses of their design work.
- Demonstrate understanding of designing a product for a specific purpose.
Year 8: Product Design and Electronics
Product Design and Electronics
Aims of the course:
Students will be considering cost effective design, by considering the application of an LED light in their day to day lives. They will be creating unique final products, using skills in both product design and manufacture, and electronics.
Content: Skills and knowledge:
- Ability to execute the creation of a basic electronic circuit.
- Understanding of how to create a product including a circuit.
- Demonstrate ability to assess the success of a product using ACCESS FM.
Year 8: Graphics
Graphics
Aims of the course:
Students will be developing their understanding of manufacturing a product for a brief for a specific purpose. They will apply this knowledge to the design of a final item and will be able to cement their knowledge gained in Year 7.
Content: Skills and Knowledge:
- Clear understanding of the design processes.
- Secure knowledge and skills gained in Year 7 and use it to produce design work.
- Refining ideas and demonstrate an ability to develop work towards a final outcome.
Year 8: Assessment & How can parents help?
Assessment:
Students will be assessed following our Creative 6 criteria, which will assess their application of Research, Ideas, Experimenting, Evaluation, Knowledge and Mindset through their work. They will be assessed twice through each rotation- about two weeks in to each rotation, and then towards the end, evaluating their work and mindset throughout the rotation.
How can parents help?
Parents can support by offering creative opportunities at home. This could include allowing students to cook on a regular basis at home, to encourage creative thinking and application, allowing for them to help you around the house with DIY and giving them access to a range of media to explore with. Encourage your child to take the approach that every problem has a solution and that things that go wrong are a learning experience, not a failure!
Year 9: How it works
Year 9
Number of lessons a fortnight: 3
How it works.
Students will have the opportunity to study across all specialisms of Design and Technology over the course of the year. This includes Food Technology, Textiles, Product Design and Graphics. Students will be on a rotation system, where they will spend time studying one specific area, before moving on to another specialism. This rotation system gives our students an excellent chance to explore the full range of Design and Technology specialisms throughout the year.
Year 9: Food Technology
Food Technology
Aims of the course:
Students will be able to explore more complex manufacturing techniques, using a range of equipment and machinery in the kitchen. They will be able to work independently and creatively, changing recipes to be appropriate for a range of dietary requirements and restrictions.
Content: Skills and Knowledge:
- Ability to engage with and execute a range of practical skills.
- Understanding of consumers dietary requirements and restrictions.
- Critical analysis of products created and improvements to be made.
Year 9: Textiles
Textiles
Aims of the course:
Students will be focussing on developing their understanding of decorative skills and applying these to a final product. They will be applying colour to textiles and then working with this material to create a finished product with decorative aspects.
Content: Skills and Knowledge:
- Understanding how to apply colour to textiles.
- Ability to design a unique product and finish it to a high standard, using a range of decorative techniques.
- Demonstrate a clear understanding of how to follow a brief.
Year 9: Product Design
Product Design
Aims of the course:
Students will be exploring the mechanics of levers and cams, and using this understanding to design and create their own final product. Their product will be designed for a specific end user and each manufacturing process will have been carefully considered through written and considered analysis.
Content: Skills and Knowledge:
- Understanding of levers and cams and their application in a product.
- Ability to design a product for a specific user and for a specific brief.
- Critical analysis of work and design choices made.
Year 9: Graphics
Graphics
Aims of the course:
Students will be thinking about designing with purpose. They will be focussing on creating branding and a concept towards a specific event. They will also consider effective marketing campaigns.
Content: Skills and knowledge:
- Demonstrate understanding of how to design a product for a specific purpose.
- Ability to produce a product which inspires and engages the chosen audience.
- Developed understanding of following a brief.
Year 9: Assessment & How can parents help?
Assessment:
Students will be assessed following our Creative 6 criteria, which will assess their application of Research, Ideas, Experimenting, Evaluation, Knowledge and Mindset through their work. They will be assessed twice through each rotation- about two weeks in to each rotation, and then towards the end, evaluating their work and mindset throughout the rotation.
How can parents help?
Parents can support by offering creative opportunities at home. This could include allowing students to cook on a regular basis at home, to encourage creative thinking and application, allowing for them to help you around the house with DIY and giving them access to a range of media to explore with. Encourage your child to take the approach that every problem has a solution and that things that go wrong are a learning experience, not a failure!
GCSE- KS4: How it work
GCSE - KS4
Number of lessons a fortnight: 5
How it works.
Students will have the opportunity to study one of four Design and Technology GCSE subject options at Chertsey High School. These options include:
- Food Preparation and Nutrition (Eduqas)
- Textile Design (AQA)
- Three-Dimensional Design (AQA)
- Graphic Communication (AQA)
These options have been selected to support our students to specialise in their chosen subject area, whilst also being exposed to a range of opportunity outside their specialism. We are confident that our GCSE offering provides the best opportunity for success, skill development and self-confidence in specific subject areas.
GCSE -KS4: Food Preparation and Nutrition (Eduqas)
Food Preparation and Nutrition (Eduqas)
Our students will be offered the opportunity to study Food Preparation and Nutrition GCSE. This course enables our students to study the principles of nutrition, along with developing their own personal skills in food preparation.
Method of assessment:
The course is assessed in the following way:
- 15% NEA (Non-Examined Assessment)- Food Investigation Assessment; a scientific experiment based on the principles of food science.
- 35% NEA (Non-Examined Assessment)- Food Preparation Assessment; answering a specific brief, to include a three hour practical cooking exam.
- 50% Exam- Principles of Food Preparation and Nutrition, lasting 1 hour 45 minutes.
Content: Skills and Knowledge:
This course equips learners with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating.
It encourages learners to cook, enables them to make informed decisions about food and nutrition and allows them to acquire knowledge in order to be able to feed themselves and others affordably and nutritiously, now and in later life.
The six main areas of content studied are:
- Food commodities.
- Principles of nutrition.
- Diet and good health.
- The science of food.
- Where cooking comes from.
- Cooking and food preparation.
For further information, please contact Miss Sheen or go to the following: https://www.eduqas.co.uk/qualifications/food-preparation-and-nutrition-gcse
GCSE - KS4: Textile Design (AQA)
Textile Design (AQA).
Textile design gives our students an opportunity to develop their knowledge and understanding through exploring their own strengths and interests, idea development, and understanding of characteristics of different types of media. They will also explore skills including design development, critical analysis of work, recording of ideas, drawing and presentation.
Method of Assessment:
- 60% NEA (Non-Examined Assessment) Portfolio. A portfolio of work demonstrating coverage of the four assessment objectives and exploration of a range of skills.
- 40% Externally set assignment. Students respond to their chosen starting point from a theme given to them by the exam board. There will be a preparatory period, followed by 10 hours supervised time (examination).
Content: Skills and Knowledge:
Students are required to work in one or more areas of textile design, including but not limited to: art textiles, fashion design and illustration, costume design, constructed textiles, printed and dyed textiles, surface pattern, stitched and/or embellished textiles, soft furnishings and/or textiles for interiors, digital textiles and installed textiles.
Within the context of textile design, students must demonstrate the ability to:
- Use textile design processes including weaving, felting, stitching, appliqué, construction methods and printing.
- Use media and materials including inks, yarns, threads, figures, fabrics, textile materials and digital imagery.
For further information, please contact Miss Sheen or go to the following: https://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206/
GSCE - KS4: Three-Dimensional Design (AQA)
Three-Dimensional Design (AQA).
Three-Dimensional Design gives our students an opportunity to develop their knowledge and understanding through exploring their own strengths and interests, idea development, and understanding of characteristics of different types of media. They will also explore skills including design development, critical analysis of work, recording of ideas, drawing and presentation.
Method of Assessment:
- 60% NEA (Non-Examined Assessment) Portfolio. A portfolio of work demonstrating coverage of the four assessment objectives and exploration of a range of skills.
- 40% Externally set assignment. Students respond to their chosen starting point from a theme given to them by the exam board. There will be a preparatory period, followed by 10 hours supervised time (examination).
Content: Skills and Knowledge:
Students are required to work in one or more areas of Three-Dimensional Design, including but not limited to: architectural design, sculpture, ceramics, product design, jewellery and body adornment, interior design, environmental/landscape/garden design, exhibition design, 3D digital design, designs for theatre, film and television.
Within the context of Three-Dimensional Design, students must develop the ability to:
- Use three-dimensional techniques and processes including model making, constructing, surface treatment, assembling and modelling.
- Use media and materials including drawing materials, clay, wood, metal, plaster, plastic and found materials.
For further information, please contact Miss Sheen or go to the following: https://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206/
GCSE - KS4: Graphic Communication (AQA)
Graphic Communication (AQA).
Graphic Communication gives our students an opportunity to develop their knowledge and understanding through exploring their own strengths and interests, idea development, and understanding of characteristics of different types of media. They will also explore skills including design development, critical analysis of work, recording of ideas, drawing and presentation.
Method of Assessment:
- 60% NEA (Non-Examined Assessment) Portfolio. A portfolio of work demonstrating coverage of the four assessment objectives and exploration of a range of skills.
- 40% Externally set assignment. Students respond to their chosen starting point from a theme given to them by the exam board. There will be a preparatory period, followed by 10 hours supervised time (examination).
Content: Skills and Knowledge:
Students are required to work in one or more areas of Graphic Communication including but not limited to: communication graphics, design for print, advertising and branding, illustration, package design, typography, interactive design (including web, app and game), multi-media, motion graphics, signage and exhibition graphics.
Within the context of Graphic Communication, students must develop the ability to:
- Use visual and tactile elements including colour, line, form, tone, texture, shape, pattern, composition, stylisation, simplification, scale and structure.
- Use graphic communication techniques and processes including typography, illustration, digital and/or non-digital photography, hand rendered working methods and digital working methods.
- Use media and materials including pencil, pen, ink, pen and wash, crayon, watercolour, gouache, acrylic paint, layout materials, digital media, printmaking and mixed media.
For further information, please contact Miss Sheen or go to the following: https://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206/
GCSE- KS4: Photography (AQA)
Photography (AQA)
Photography gives our students an opportunity to develop their knowledge and understanding of Art and Design, with specific focus on Photography through exploring their own strengths and interests, idea development, and understanding of characteristics of different types of media. They will also explore skills including design development, critical analysis of work, recording of ideas, drawing and presentation.
Method of Assessment:
- 60% NEA (Non-Examined Assessment) Portfolio. A portfolio of work demonstrating coverage of the four assessment objectives and exploration of a range of skills.
- 40% Externally set assignment. Students respond to their chosen starting point from a theme given to them by the exam board. There will be a preparatory period, followed by 10 hours supervised time (examination).
Content: Skills and Knowledge
Students are required to work in one or more areas of Photography, including but not limited to: portraiture, landscape photography, still life photography, documentary photography, photojournalism, fashion photography, experimental imagery, multimedia, photographic installation and moving image (video, film, animation).
Within the context of Photography, students must demonstrate the ability to:
- respond to an issue, theme, concept or idea, or work to a brief or answer a need in photography
- demonstrate appreciation of viewpoint, composition, aperture, depth of field, shutter speed and movement
- show appropriate use of the camera, film, lenses, filters and lighting for work in their chosen area(s) of photography
For further information, please contact Miss Sheen or click on the below link: https://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8201-8206/
GCSE - KS4: How can parents help?
How can parents help?
Encourage your child to think critically about products they use every day- does it work? How could it be improved? What could make their day easier? Could they design that? Every possible design problem has a solution and encourage them to become creative thinkers.
Please encourage your child to show you their work and discuss their ideas with them. If you are able to, please go with them to exhibitions/shows/galleries which can inspire them and support them in their design and practical work.
Please encourage your child to keep up to date with their work, and if you are aware of any circumstance which could mean your child gets behind with their work, please inform their class teacher so that we can support your child as appropriate.
GCSE - KS4: Other information
Other information.
All practical courses require some level of financial investment in equipment and materials. Please contact Miss Sheen or their class teacher in the first instance if you have any concerns regarding your child accessing any equipment. We are here to help you!
These courses also require a significant investment of time, with many extra hours of work required outside of the classroom. Please support your child so that they can be successful in their endeavours.
GSCE - KS4: Creative Careers
Creative Careers.
We are so thrilled that creativity at Chertsey High is at the heart of the school. You will find creative subjects on the ground floor. As you walk along the corridors, we hope that you are able to see wonderful work from our brilliant students and feel inspired by the creative atmosphere.
We aim to inspire our students and for them to be continually asking why. We want to create curious thinkers who can question ideas, work and products and strive to make things better.
We strongly believe that a student who takes a creative GCSE is well served for their future careers. Our subjects teach students how to manage time, work independently and as part of a team, improve ideas and concepts and, have skills which are applicable in their day to day lives, along with so much more!
1 in 11 of all UK jobs are within the creative industries. In 2018, creative industries continued to power the growth of the UK’s workforce, adding new posts at twice the rate of the rest of the economy. In 2018, the creative industries grew jobs by 1.6%, compared to UK-wide employment increased of 0.8%. As shown here, creative industries are thriving and by students taking a creative GCSE, they are significantly improving their chances to access a creative career.
Keywords for Design and Technology
Keywords for Design and Technology:
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A |
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Aesthetics: The way that something looks. Agitate: To stir, shake or disturb a liquid. Ambient: Food that can be stored at room temperature in a sealed container. Analyse: To examine in depth, study thoroughly, question Appropriate: Suitable, relevant, applicable to intention. |
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B |
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Bacteria: Pathogenic microscopic living organism, usually single-celled, that can be found everywhere. They can be dangerous (cause infection) or beneficial (process of fermentation for wine). Balanced diet: A diet which provides all the necessary nutrients in the correct amount/proportions to meet the body’s needs. Bridge hold: Use thumb and forefinger and grip either side of the ingredient. Use the knife under the bridge to cut. |
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C |
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Caramelisation: Breaking up of sucrose molecules (sugar) when they are heated. This changes the colour, flavour and texture of the sugar as it turns brown in to caramel. Consider: To think through, review, reflect on and respond to information or a theme, subject or starting point. Consistency: Thickness or viscosity. Cost: The price of something to manufacture or to buy. Context: The setting for an event, statement, or idea. Customer: The intended audience of a product or item. |
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D |
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Develop: To take forward, change, improve or build on an idea, theme or starting point. Dextrinisation: Breaking up of the starch molecules into smaller groups of glucose molecules when exposed to dry heat- e.g. toast. Discuss: To deliberate, consider, talk over, debate or examine something. Eat Well Guide: Informs individuals of the variety of food groups required for a healthy and balanced diet. |
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E |
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Environment: The impact on the environment a product has when it is created. Enzymic browning: The discolouration of a fruit or vegetable due to the reaction/chemical process where oxygen and enzymes in the plant cells of food react and cause the surface to become brown. This process cannot be reversed. Explore: To investigate, examine and investigate with an open mind about what might be found and developed. Evidence: To show, prove, support and make clear or verify something. |
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F |
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Food provenance: The place where food originates (where it is grown, raised or rears). Function: What is the purpose of your item? What is it for? |
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G |
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Gelatinisation: When starch granules swell when cooked with liquid, then burst open and release the starch, causing the liquid to thicken. |
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I |
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Investigate: To enquire into, examine in depth and/or analyse the relevance of a chose subject and associated sources. |
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K |
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Knead: To manipulate dough by pushing it across a work surface and pulling it back. This is essential to develop the gluten. |
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M |
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Material: What is your product made of? |
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N |
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Nutrients: The properties found in food and drinks that give nourishment – vital for growth and the maintenance of life. The main nutrients needed by the human body are carbohydrates, proteins, fats, vitamins and minerals. |
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P |
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Present: To give a response to an idea, theme or starting point. |
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R |
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Realise: To achieve, attain and/or accomplish your intentions. Record: To document ideas, thoughts, insights and responses to starting points in visual and written annotated form. Refine: To improve, enhance and change elements of your work for the better. Research: To study in detail, discover and find information about. |
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S |
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Safety: How safe an item is to produce, sell and use. Sensory Analysis: Using the five senses to analyse the success of a food dish created. Size: How big your item will be. Study: To examine, consider, investigate, research and show an in-depth understanding of what you have found or experienced. |
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