Design and Technology
In Design and Technology at Jarrow School we run a carousel system; this allows students to have a specialist teacher and classroom for each of the four DT strands. Students rotate through all four strands: Graphic Design, Food Technology, Systems and Product Design in year 7, then spend another half a year in each strand over years 8 and 9 giving them more time to master skills in years 10 and 11.
The students are assessed by the same criteria in all areas to help them master the skills they need in Key Stage 3: design, make, evaluate and mindset.
Design and Technology
Year 7
| Subject |
Job Title | Project Description | |||
| Systems Engineering | Electronic Engineer |
Pupils respond to a design brief to make a Steady hand game, reflecting an Amazon rainforest theme. Pupils will solder and assemble their own circuit board and game, whilst gaining understanding of circuits, capacitors and resistors. |
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| Food and Nutrition | Commis Chef |
Introduction to food safety and hygiene, basic knife skills, use of a range of ingredients, techniques and processes. Use of different cooking methods. Students will learn basic nutritional knowledge including the Eatwell Guide. |
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| Product Design | Product Designer |
Students will develop an understanding of a design brief and use this as the foundation for generating design ideas. The project will begin with an investigation into hand tools and materials, followed by the creation of a character concept for a Block Bot, inspired by a TV or film character. Pupils will then progress through initial sketches, idea development, and refinement before producing a final design proposal. To extend their technical skills, they will gain experience with CAD/CAM processes by using TinkerCAD to model their Block Bot in three dimensions. |
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| Graphic Design | Illustrator |
Introduction to Adobe illustrator, illustration and graphic design. Students learn about how to use colour, line and shape to design characters and illustrate their own book front cover. |
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Year 8 and 9
| Subject |
Job Title | Product Description | |||
| Systems Engineering | Software Engineer/Design Engineer |
Project 1: To design and make a money-music box reflecting the Chinese New Year’s tradition; the giving of red envelopes. Pupils will program a microcontroller; when a coin is inserted into the box, a tune will play. Alongside soldering their own circuit and designing their own money-music box. Project 2: In preparation for Product Design at KS4, pupils will learn how to read engineering drawings, learn how to create production plans and manufacturing diaries. This will all lead to the making of a clock, shown in the engineering drawings. |
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| Food and Nutrition | Nutritionist/ Food Technologist |
Project 1: A more in depth look at nutrients including energy balance, macronutrients and micronutrients. Students will learn about portion control, diet related health problems and nutritional analysis. Students will get the opportunity to adapt a recipe to make improvements. Recipes will allow for further development of knife skills and other processes and techniques. Students will use a range of ingredients and cooking methods to enhance their practical skills. Project 2: Students will take a closer look at the working characteristics of ingredients. There will be opportunity to use a wide variety of ingredients and demonstrate more technical skills in practical lessons. Students will be asked to develop food product for a specific target audience. |
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| Product Design | Product Designer/Mechanical Engineer |
Project 1: Students will design and manufacture a storage box inspired by the Art Deco design style. The main structure will be made from pre-cut pine, assembled using a range of joints such as finger joints, butt joints, half-lap joints, and mitre joints. To showcase their understanding of the design movement, pupils will incorporate detailed engraved decoration. The lid, crafted from MDF, will slot securely into the pine frame and be fitted with both a hinge mechanism and a clasp fastening to complete the product. Project 2: Students will design and make a CAM bird toy, constructed around a working CAM mechanism. They will have the opportunity to create their own unique bird design, which will be mounted on the top of the toy. The movement generated by the mechanism will animate the bird, with the wings forming the key moving feature of the design. |
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| Graphic Design | Freelance Graphic Designer |
Students learn about illustration through computer game character design. They will design a character using a brief and will design to characterise an underrepresented group, such as minority ethnic groups or disabled people. Students will use MediBang paint pro to illustrate their computer game character. Students will then move to a logo design project for an environmental charity. They will further their learning on Adobe Illustrator from year 7 to design their ideas. Finally, they will complete some Adobe Photoshop skills projects before embarking on an advertising graphics project based on product promotion |
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Key Stage 4
WJEC Level 1/2 Award in Hospitality and Catering (Vocational)
Year 10
| Autumn Term |
Spring Term |
Summer Term |
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| Half Term 1 | Half Term 2 | Half Term 3 | Half Term 4 | Half Term 5 | Half Term 6 |
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CHAPTER 1- The Hospitality & Catering Industry CHAPTER 2- Job requirements and working conditions in the Hospitality & Catering Industry CHAPTER 3- Factors affecting the success of hospitality and catering providers Developing practical skills |
CHAPTER 4- The operation of the kitchen CHAPTER 5- The operation of the front of house CHAPTER 6- Meeting customer requirements Developing practical skills focusing on Nutrition & cooking methods |
CHAPTER 7- Health and safety: responsibilities of employers and employees for personal safety CHAPTER 8- Risks and control measures for personal safety in hospitality and catering Developing practical skills focusing on menu planning and commodities |
CHAPTER 9- Food-related causes of ill health CHAPTER 10- Food allergies and intolerances CHAPTER 11- Food safety legislation Developing practical skills focusing on presentation techniques |
CHAPTER 12- The role and responsibility of the Environmental Health Officer CHAPTER 13- Hospitality and catering provision for specific requirements Developing practical skills focusing on presentation techniques & cooking methods continued |
Practice controlled assessment - Learner assignment brief analysis - Written proposal of menu. - Plan the production of dishes for the menu. Prepare, cook and present proposed dishes under controlled environment. |
Year 11
| Autumn Term |
Spring Term |
Summer Term |
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| Half Term 1 | Half Term 2 | Half Term 3 | Half Term 4 | Half Term 5 | Half Term 6 |
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Unit 1 LO1: Understand the environment in which hospitality and catering providers operate. LO3: Understand how Hospitality and catering provision meets health and safety requirements. |
Unit 2 LO1: Understand the importance of nutrition when planning meals. LO2: Understand menu planning. - Nutrients |
Unit 2 Internal Assessment Plan and carry out the controlled assessment task. - Learner assignment brief analysis |
Unit 2 Internal Assessment -Prepare, cook and present proposed dishes under controlled environment. |
Unit 1 Revision CHAPTER 1- The Hospitality & Catering Industry CHAPTER 2- Job requirements and working conditions in the Hospitality & Catering Industry CHAPTER 3- Factors affecting the success of hospitality and catering providers CHAPTER 4- The operation of the kitchen CHAPTER 5- The operation of the front of house CHAPTER 6- Meeting customer requirements |
Unit 1 Revision Continued CHAPTER 7- Health and safety: responsibilities of employers and employees for personal safety CHAPTER 8- Risks and control measures for personal safety in hospitality and catering CHAPTER 9- Food-related causes of ill health CHAPTER 10- Food allergies and intolerances CHAPTER 11- Food safety legislation CHAPTER 12- The role and responsibility of the Environmental Health Officer CHAPTER 13- Hospitality and catering provision for specific requirements Unit 1 Examination |
Key Stage 4 Graphic Design
OCR GCSE Art and Design: Graphic Communication
Year 10
| Autumn Term |
Spring Term |
Summer Term |
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| Half Term 1 | Half Term 2 | Half Term 3 | Half Term 4 | Half Term 5 | Half Term 6 |
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Skills based projects on hand drawing and Adobe suite. Illustration, branding and graphic design core component research. |
Packaging project based on chocolate bars. Typography and imagery project. |
Continuation of chocolate packaging project. Design of high-end chocolate packaging in different flavours using the graphic design core components. |
Local area promotion project. Photoshop and hand drawn project promoting the local area using graphic design. |
Local area promotion project. Use of photography to enhance designs and inspiration from existing designers. |
Final project selected by the student is started from a choice of given stimuli. |
Year 11
| Autumn Term |
Spring Term |
Summer Term |
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| Half Term 1 | Half Term 2 | Half Term 3 | Half Term 4 | Half Term 5 | Half Term 6 |
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Final project selected by the student. Researching famous designers and moving through the design process on their chosen project. |
Final project selected by the student. Exploring and experimenting with ideas to move towards a final outcome. |
Exam preparation. Using the stimulus set by the exam board, students need to prepare their examination project. |
Students continue to put the final touches to their exam preparation and complete the examination. |
Final project completion. Finishing touches put to the project to be submitted to the exam board |
Not Applicable. |
Key Stage 4 Product Design (Engineering)
WJEC Level 1/2 Vocational Award in Engineering
Year 10
| Autumn Term |
Spring Term |
Summer Term |
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| Half Term 1 | Half Term 2 | Half Term 3 | Half Term 4 | Half Term 5 | Half Term 6 |
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Pupils are introduced to engineering drawings and hand tools through pre-coursework projects to prepare for formal coursework. They will practise written coursework skills by analysing drawings, creating production plans, and keeping manufacturing diaries while making an aluminium bottle opener and a small calliper constructed from acrylic and brass. Pupils will then develop their understanding further by designing a keyring in 3D CAD and 3D printing it in PLA plastic. |
Pupils apply the knowledge and skills gained in the previous half term to begin Unit 1 coursework. They will analyse exam board drawings, produce detailed production plans, and maintain a manufacturing diary, while simultaneously making the specified product. |
Pupils build on their existing knowledge as they continue with Unit 1 coursework. They will analyse technical drawings, develop production plans, and maintain a manufacturing diary, while progressing with the manufacture of the specified product. |
Pupils will complete and submit their Unit 1 coursework. Alongside this, they will begin exploring Unit 1 and Unit 2 theory, considering how knowledge is applied within an exam context. To support this, pupils will prepare revision materials and practise exam-style questions to consolidate their understanding and build confidence. |
Pupils will complete a series of small practical tasks to strengthen their knowledge and understanding of Unit 1 theory. They will continue to develop their learning by applying this knowledge to Unit 1 and Unit 2 exam-style questions. |
Pupils will complete a series of small practical tasks to consolidate their knowledge and understanding of Unit 1 theory. They will continue developing their learning by applying it to Unit 1 and Unit 2 exam-style questions. In addition, pupils will learn how to produce engineering drawings, both by hand and using CAD software. |
Year 11
| Autumn Term |
Spring Term |
Summer Term |
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| Half Term 1 | Half Term 2 | Half Term 3 | Half Term 4 | Half Term 5 | Half Term 6 |
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Pupils will be introduced to the Unit 2 coursework set by the exam board. This task builds on their Year 10 Unit 1 project, challenging them to redesign and improve their original work. |
This is a continuation of the Unit 2 coursework provided by the exam board. It builds on their Year 10 Unit 1 project, giving pupils the opportunity to redesign and enhance their original work. |
Submission of the Unit 2 coursework, followed by exam preparation covering Units 1, 2, and 3. |
Exam preparation covering Units 1, 2, and 3. Pupils will source, create, and use revision materials, as well as practice exam-style questions to consolidate their learning. |
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Additional Curriculum Information
Curriculum Intent: The order of work is designed to address the KS3 Design and Technology National Curriculum whilst also preparing students for a range of KS4 courses. Our KS3 Design Technology curriculum seeks to address the following broad areas.
- Digital skills – CAD/CAM and Adobe Suite
- The design process regardless of discipline
- All content in the KS3 Design and Technology National Curriculum
- Confidence to begin and finish a project with a quality outcome
- Food hygiene and kitchen safety with the ability to cook some sweet, but predominantly savoury dishes
- Workshop safety and the experience of using many common workshop tools and machines
- Education on different cultures, the environment and past design movements
- Complete projects which link to local job opportunities
- Guidance on healthy eating, nutritional values and food budgeting
- Have a good understanding of the link between what they do in school and the wider world/world of work
- To be creative within a given framework
Students should leave KS3 with a positive view of the Design and Technology industry, the confidence and ability to be creative with in a given framework and the self-assurance which comes from successfully completing projects.
SEND
We support students with special educational needs by ensuring that all students can access the same curriculum. This is achieved by using differing levels of support and feedback during lesson time and other supporting resources. Students have levelled success criteria so that they are always aware of how they can improve their work, rather than basic instructions for all students. Due to verbal feedback being endemic in the department, it is very easy for staff to support or stretch students as required. Class sizes are purposefully mixed and are smaller than in other subjects. This allows students of all backgrounds and abilities to be educated together, which gives allows more time for staff to support those with special educational needs.
Most able
Challenge for the most able is included in all projects. Due to the nature of design technology it is very easy to provide higher level challenge and extension for students. Success criteria is provided for the vast majority of tasks which seeks to push the higher ability students to reach for the ‘secure’ criteria. Our projects are ambitious and seek to push all students with support for the least able. Projects all have a creative element to them allowing for the most able to push their designs to stretch their skills.
Key Stage 3 Assessment
Students in KS3 are assessed in all areas of DT against the same criteria. In DT we use a skills mastery based system to assess the students. Students need to demonstrate the same skills in each area to be able to achieve their best. There are 11 skills split into 4 areas which are needed to be successful in design and technology. Students follow the design process of design, make and evaluate with mindset overarching the process. (An example of a Year 8 Progress Tracker can be found here)
The tasks students do are mapped to the assessment criteria for students to understand how to achieve. Each criterion is worth 9% and if they achieve in all areas we will round the 99% to 100% for this project/area. Achieving 99% in each of the 4 areas/projects will gain the student 100% for the year.
Key stage 3 classes are in mixed ability groups; therefore, assessment is more holistic to ensure fairness when compared against the class average. Students are assessed on whether or not they have met the assessment criteria based on their current DT ability, which allows for differentiation.
Students have a progress sheet which they keep in their folders when moving between DT areas. This tracks their progress and targets from each area so they can see how they are performing across the year. This data is used to plan in class intervention and to inform the next teacher in the DT carousel how the students have performed in the last rotation.
The impact of the curriculum is measured by the successful completion of the planned projects. Successful projects show that the students have learned and demonstrated their knowledge and skills. Students with higher marks have shown a higher level of skill, knowledge and ability to meet the design brief.
Key Stage 4 Assessment
Assessment in product design, graphic design and hospitality and catering is based on the criteria set by the exam boards. Students are assessed on project work throughout the course and later they are assessed against exam question performance.
This data is used to plan lessons, give students individual feedback and plan intervention session.
Key Stage 3 Homework
Homework is set once per rotation or half term depending on the year group and is based on famous professionals in design and technology. The homework is linked to the area that the students are currently studying and serves to educate students about careers and the work of others.
Other homework in KS3 is based on fact recall and future lesson preparation where appropriate.
Key Stage 4 Homework
In graphic design students are expected to be working on their portfolio work weekly. The more time they spend on their work, generally the better mark they can expect. This time is made available after school and it also expected to be done at home. Additional homework in this area usually takes the form of photoshoots and lesson organisation.
In hospitality and catering homework takes the form of exam style questions and cooking practice. This varies depending on the time of year.
In product design students are expected to use revision cards, made during lessons, to revise learnt content. Over the course of each term, pupils will be set exam-style questions that they will practise and answer at home in preparation for assessments. Pupils will also be expected to keep up to date with any lesson work, none completed during the designated time, will be completed at home or in intervention after school.
Beyond the Curriculum
We have a wide offer in design and technology outside of the curriculum. The following clubs run during the year:
- Blacksmithing club
- Ceramic club
- Upcycle Mondays
- Product Design Club
We also offer extra-curricular activities in many year groups. Common opportunities include:
- Subject specific work experience in year 10
- Komatsu tour in year 10
- Visit from Hush – local street artist in year 10
- Nexus site visits in KS3
- Gateshead College visit in KS4 Food and Nutrition
- This is Creative Enterprise Programme in KS4 Graphic Design
Literacy & Subject Specific Vocabulary
Students are taught subject specific vocabulary by way of a standard slide. This helps them focus on learning the new word and makes sure it is consistent across the subject. The slide is also similar to the school word of the week, looking at root words and dual coding. (an example slide can be seen here)
Technical language is embedded in the curriculum and opportunities for reading are evident in all of the DT strands. Particularly in Food and Nutrition where written work and reading is commonplace. Students are regularly required in all strands to read and follow instructions, evaluate and analyse the work of others and their own. Students are encouraged to find their information from sources online and guided well on internet literacy.
Unit 2: 20th Century Depth Studies
Section A The Roaring 20s: USA 1919-1929
Section B Depression and the New Deal: The USA, 1929-1941
Section C War in Vietnam, 1964-1975
