Technology

Food and Design

What Design and Technology aims to provide for our students:

Design and Technology prepares pupils to engage with rapidly changing technologies as well as challenging current designs so that students can creatively improve standards and solve real life problems. Our aim is to provide a rich and challenging curriculum that ensures all pupils will have the opportunity to produce excellent work by pushing their own boundaries and exploring their creativity. Design and Technology teaches students to learn about a wide range of materials, processes and manufacturing techniques. Pupils will become proficient in joining materials, developing drawing techniques, critiquing designed products and create effective products, dishes and outcomes. Design and Technology enables our students to combine practical skills with an understanding of aesthetics, social, environmental issues functional and industrial practices.

Curriculum Intent

Design and technology is an inspiring, rigorous and practical subject. Students studying it will use their creativity and imagination to design and make a range of products that solve a variety of issues. Whilst designing students will consider other individuals needs as well as their own to produce the most effective outcome. Design and Technology requires a broad subject knowledge that draws upon other areas of the curriculum, for example, science engineering and maths. Pupils learn how to take risks and are required to design innovatively to produce new and interesting products and concepts.

All pupils will develop their creative, technical and practical skills to be able to partake in using new technologies successfully. Students will need to develop their knowledge and understanding of the subject so that they are able to design high quality products and prototypes for a variety of end users. Most importantly students will need to learn to have a critical eye when looking at existing product to analyse their strengths, weaknesses and suggest possible improvements as well as evaluate the successfulness of their own work.

Curriculum Implementation

Students will learn why conducting extensive research from a range of cultures and being able to understand a variety of needs is important when designing.

Being able to produce a design brief and understanding the how this is used in industry will enable students to keep their design focused and relevant.

Effective problem solving skills are vital for the students to critique their work and give careful thought about how this item could be developed of further changed or improved.

Students will learn a variety of hand skills with told and also machine processes, this will enable them to create an item/prototype/product that will fit within their specification parameters and show their skill.

A range of materials will be considered and will enable students to be critical but selective with their decision making process to create a final outcome.

Analysis of past and present designs will assist the students in understanding the limitations and possibilities that designing and creating can present.

Testing and learning about new technologies are important parts of students learning as this will enable students to show that they are becoming thoughtful designers. They will use their knowledge and responsibility as an environmentally considerate designer to create a sustainable product.

Whilst developing their skills student will need to be able to describe why a good technical understanding will help them to create a more effective outcome.

For further information on how our curriculum is implemented please click on the following links.

  • Year 7 Design and Technology transition curriculum

    Year 7 Design and Technology at Park is designed to enable our students to make a successful transition from Key Stage 2. Students will study three main areas. Design and Technology where students are learning the design process and health and safety legislation whilst using new equipment. They will also study Food and Catering including health and hygiene basics and cooking skills. A Graphics and designing skills curriculum where student will look at precision what drawing and product analysis whilst some will be developing their understanding of Horticulture.

  • Year 8 Design and Technology curriculum

    Year 8 Design and Technology students’students’ study Design and Technology, Hospitality and Catering and Graphics. This is a skills-based year where students will design ad create a few products as well as learn new cooking skills. The aim of this year is to allow students to practice skills whilst trying to refine their work to improve its quality. There is a larger emphasis on the theoretical work to ensure that students are fully prepared for GCSE but we are fully supportive of teaching practical skills for life.

  • Year 9 Design and Technology curriculum

    Year 9 Design and Technology students’ students’ study Design and Technology, Graphics and Hospitality and Catering. This is another skills-based year but where students try to master the skills learnt in year 7 and 8. This will also be an opportunity to learn new higher-level skills to prepare them for their GCSE years. The main aim of this year is to allow students to have time to practise and really refine their skills to develop their final outcomes and appreciate the need for a quality product. There is a larger emphasis on three areas for DT. They are Research – Analyse – Respond. This will support their practises in GCSE Art and Design. Students learning construction will learn skills for life as well as preparing them for Level 2 Construction in Multi-trades. Dishes cooked in Catering will be presented to a higher standard to ensure that all health and hygiene rules apply in more complex dishes. This preparation will allow students to succeed in their vocational qualification in Hospitality and Catering.

  • GCSE Art and Design; 3D Design Modules

    Three-dimensional design is defined here as the design, prototyping and modelling or making of primarily functional and aesthetic products, objects, and environments, drawing upon intellectual, creative and practical skills. Students are taught many different skills to prepare them for the 3 modules that they must complete to pass this course.

    Module 1, A mini project showing their designing skills and developing them.

    Module 2, A design and make project of the student’s choice.

    Module 3, A design and make project that is stipulated externally with a 10hour making exam.

    Within the context of three-dimensional design, students must demonstrate the ability to: use three-dimensional techniques and processes, appropriate to students’ personal intentions, for example:

    • model making
    • constructing
    • surface treatment
    • assembling
    • modelling

    use media and materials, as appropriate to students’ personal intentions, for example:

    • drawing materials
    • clay
    • wood
    • metal
    • plaster
    • plastic
    • found materials
  • Year 10/11 – GCSE Art and Design; 3D Design

    The examination board specification

    Areas of study

    In Module 2 and Module 3 students are required to work in one or more area(s) of three-dimensional design, such as those listed below:

    • 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.

    Students may explore overlapping areas and combinations of areas. Students must develop and apply the knowledge, understanding and skills specified in the Subject content to realise personal intentions relevant to three-dimensional design and their selected area(s) of study. The following aspects of knowledge, understanding and skills are defined in further detail to ensure students’ work is clearly focused and relevant to three-dimensional design.

    Knowledge and understanding

    The way sources inspire the development of ideas relevant to three-dimensional design including:

    how sources relate to historical, contemporary, cultural, social, environmental and creative contexts

    how ideas, feelings, forms, and purposes can generate responses that address specific needs be these personal or determined by external factors such as the requirements of an individual client's expectations, needs of an intended audience or details of a specific commission.

    The ways in which meanings, ideas and intentions relevant to three-dimensional design can be communicated include the use of:

    figurative and non-figurative forms of representation, stylisation, simplification, exaggeration, the relationship between form and surface embellishment, constructional considerations and imaginative interpretation

    visual and tactile elements such as: colour, line, form, tone, texture, space, proportion, decoration, scale, structure, shape and pattern.

  • GCSE Art and Design; Graphic Communication Modules

    Graphic communication is defined here as the process of designing primarily visual material to convey information, ideas, meaning and emotions in response to a given or self-defined brief. Students are taught many different skills to prepare them for the 3 modules that they must complete to pass this course.

    Module 1, A mini project showing their designing skills and developing them.

    Module 2, A design and make project of the student’s choice.

    Module 3, A design and make project that is stipulated externally with a 10hour making exam.

    Within the context of graphic communication, students must demonstrate the ability to: use graphic communication techniques and processes, appropriate to students’ personal intentions, for example:

    • typography
    • illustration
    • digital and/or non-digital photography
    • hand rendered working methods
    • digital working methods

    use media and materials, as appropriate to students’ personal intentions, for example:

    • pencil, pen and ink, pen and wash, crayon, and other graphic media
    • watercolour, gouache and acrylic paint
    • layout materials
    • digital media
    • printmaking
    • mixed media
  • Year 10/11 – Art and Design; Graphic Communication

    The examination board specification

    In Module 2 and Module 3 students are required to work in one or more area(s) of graphic communication, such as those listed below:

    • communication graphics
    • design for print
    • advertising and branding
    • illustration
    • package design
    • typography
    • interactive design (including web, app and game)
    • multi-media
    • motion graphics
    • signage
    • exhibition graphics.

    They may explore overlapping areas and combinations of areas.

    Knowledge, understanding and skills

    Students must develop and apply the knowledge, understanding and skills specified in the Subject content to realise personal intentions relevant to graphic communication and their selected area(s) of study. The following aspects of knowledge, understanding and skills are defined in further detail to ensure students’ work is clearly focused and relevant to graphic communication.

    Knowledge and understanding

    The way sources inspire the development of ideas relevant to graphic communication including:

    how sources relate to a given or self-defined brief which might, for example, have a commercial, social or environmental focus or be concerned with other aspects specific to the creative industries

    how ideas, themes, forms, issues and needs can provide the stimulus for creative, imaginative, thoughtful and appropriately focused responses that are fit for a specific intended purpose.

    The ways in which meanings, ideas and intentions relevant to graphic communication can be communicated include the use of:

    different forms of representation, brand identity, intended message, target audience and working within parameters determined by client and/or audience expectations and requirements. Visual and tactile elements, such as: colour, line, form, tone, texture, shape, pattern, composition, stylisation, simplification, scale, structure.

    Skills

    Within the context of graphic communication, students must demonstrate the ability to:

    use graphic communication techniques and processes, appropriate to students’ personal intentions, for example:

    • typography
    • illustration
    • digital and/or non-digital photography
    • hand rendered working methods
    • digital working methods
    • use media and materials, as appropriate to students’ personal intentions, for example:
    • pencil, pen and ink, pen and wash, crayon, and other graphic media
    • watercolour, gouache and acrylic paint
    • layout materials
    • digital media
    • printmaking
    • mixed media.
  • WJEC (EDUQAS) Hospitality and Catering Spec A

    The examination board specification

    The hospitality and catering sector includes all businesses that provide food, beverages, and/or accommodation services. This includes restaurants, hotels, pubs and bars. It also includes airlines, tourist attractions, hospitals and sports venues; businesses where hospitality and catering is not their primary service but is increasingly important to their success. According to the British Hospitality Association, hospitality and catering is Britain’s fourth largest industry and accounts for around 10% of the total workforce. Since 2010, over 25% of all new jobs have been within the hospitality and catering sector with the majority of new roles falling within the 18-24 age group, according to a report by People 1P. This is a reason why we feel very strongly about offering these skills for life to our students to give them the best chance when they leave Park.

    Level 1/2 Vocational Award in Hospitality and Catering provides learners with a core depth of knowledge and a range of specialist and general skills that will support their progression to further learning and employment.

    Students will gain Knowledge and understanding of the hospitality and catering industry. They will be able to develop the ability to plan, prepare and cook dishes as well as develop their practical skills for the catering industry.

    Main topics students study:

    • Students will follow a course to further their skills in all aspects of catering. They will develop a better understanding of Hygiene and Safety when working in an industrial kitchen and when dealing with the public.
    • They will be introduced to Catering terminology and job roles within Catering, with a view to being able to work in the Hospitality industry.
    • All aspects of food preparation are covered with a view to developing skills such as food preparation, cooking and presentation of a wide variety of dishes.
    • They will be shown how to use a wide range of fresh and pre-made commodities and be able to cater for small numbers.
    • Nutrition will be covered in greater depth to increase the students’ knowledge of different diets with reference to medical, ethical and religious needs.
    • During practical sessions different cooking methods eg creaming, whisking, baking and steaming will be practised and developed. Students will be encouraged to present food well and understand the importance of this.
    • They will also develop the skills needed to plan and cost meals.
  • WJEC (EDUQAS) Hospitality and Catering Spec A

    The examination board specification

    Students in year 10/11 Hospitality and Catering will be completing their Controlled Assessment work from Sept until December. This includes a 9 hour Internal Assessment that is worth 60% of the overall grade. The criteria for this part of the course is below.

    LO1 AC 1.1 MERIT

    Describe the functions of nutrients in the human body.

    LO1 AC 1.2 DISTINCTION

    Compare the needs of specific groups.

    LO1 AC 1.3 MERIT

    Explain the characteristics of unsatisfactory nutritional intake.

    LO1 AC 1.4 PASS

    Explain How Cooking Methods Impact On Nutritional Value Of Food

    LO2 AC 2.1 MERIT

    Explain Factors To Consider When Proposing Dishes For A Menu

    LO2 AC 2.2 PASS

    Explain How Dishes On A Menu Address Environmental Issues

    LO2 AC 2.3 MERIT

    Explain How Menu Dishes Meet Customer Needs

    LO2 AC 2.4 DISTINCTION

    Plan production of dishes for a menu.

    LO3 AC 3.1 DISTINCTION

    Use Techniques In Preparation Of Commodities

    LO3 AC 3.2 MERIT

    Assure Quality Of Commodities To Be Used In Food Preparation

    LO3 AC 3.3 DISTINCTION

    Use Techniques In Cooking Of Commodities

    LO3 AC 3.4 DISTINCTION

    Complete Dishes Using Presentation Techniques

    LO3 AC 3.5 MERIT

    Use Food Safety Practises

    From January until June students will be completing revision topics in preparation for the External Assessment that is worth 40% of the overall grade. The criteria for this part of the course is below:

    • LO1 Hospitality and catering industry
    • LO1 Requirements
    • LO1 Working conditions
    • LO1 Factors
    • LO2 Operation
    • LO2 Customer
    • LO2 Requirements
    • LO3 Responsibilities
    • LO3 Risks
    • LO3 Control measures
    • LO4 Causes
    • LO4 EHO
    • LO4 Legislation
    • LO4 Food poisoning
    • LO4 Symptons
    • LO4 Food induced ill health
    • LO5 Hospitality and catering provision
  • APEX – Laser Level 2 Certificate for Learning, Employability and Progression in Multi-trades

    The examination board specification

    Main topics students study:

    To achieve the LASER Level 2 Certificate for Learning, Employability and Progression the learner must achieve a minimum of 25 credits. The credits may be taken from any combination of units but a minimum of 20 credits must be at Level 2.

    Here at Park community school we also offer the above course with specific credits awarded in different construction skills. These skills are delivered at our APEX construction skills centre in Leigh Park, Havant. This course is offered to students at Park Community School and it is also offered to other secondary schools in the local area.

    Level 1 Skills list include;

    • Introduction to a training course
    • Health and Safety
    • Measure Distance Length
    • Brickwork
    • Carpentry and Joinery
    • Carpentry Hand Skills
    • Painting and Decorating skills
    • Plastering
    • Wallpapering

    Level 2 Skills list include;

    • Health and Safety in construction
    • Brickwork
    • Carpentry and Joinery
    • Carpentry Hand Skills
    • Timber in Construction
    • Painting and Decorating skills
    • Plastering and Wallpapering
    • Finance

    For more information please contact Daniel Payne, Head of Design and Technology and oversight of APEX centre at Park Community School.

Impact

Our pupils having completed our curriculum are more prepared for life past Park Community School because the problem-solving skills they have learnt are enabling them to be more creative and approach problems with an ‘out of the box’ solution. Our students are independent, organised, and can use machinery confidently. They will have used a small selection of industry standard equipment; this will give them the confidence when working in their future. Our curriculum is progressive and broad enabling our students to have a good knowledge of a variety different specialisms like, Construction, Hospitality and Catering, Design and Model Making, therefore giving our students a range of career paths. Our students leave with a broader cultural capital as in addition to our curriculum we offer a diverse range of extracurricular activities and competitions. We believe that our curriculum gives our students the ‘Practical Skills For Life’ that they need to be successful in their future.

If you are interested in a career in Design and Technology, please look at these websites or alternatively log into the student portal Design and Technology careers page

Additional opportunities:

  • STEM Ambassadors (all years)
  • Cooking Club (Year 7, 8 and 9)
  • Rotary Young Chef competitions
  • Homework Club (Year 7, 8 and 9)
  • APEX Construction skills taster sessions (all years)
  • Period 6 sessions (GCSE)
  • Greenpower STEM Racing club. (all years)

Technology Department handbook

Please click the Technology handbook to view department guidance: