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Design & Technology Subject Overview

Statement of Intent

St Mary’s Design & Technology curriculum is holistic, covers the National Curriculum and is designed to embody the Catholic ethos of St Mary’s offering challenge within a caring and supportive community environment in which all students have the opportunity to thrive and achieve.

Design & Technology

In Design and Technology at we teach students how to take risks, to become more resourceful, innovative, enterprising and capable and develop skills such as creative problem solving, working with others and communication skills. This prepares students for the world of work, develops the whole person, allows students to challenge themselves and work both collaboratively and as a community.

Our Design Technology curriculum prepares students to design and make products that solve relevant problems and make critical judgements of their own designs and those of others. Through evaluating, students are encouraged to improve their own learning and experience. It allows students to understand the core principals of any good design, allows them to take creative risks and build awareness of global issues, sustainability, different cultures and contemporary design.

St Mary’s Design and Technology curriculum consists of a range of creative, imaginative and innovative experiences of designing and practical based activities. Using a range of materials from four main areas Product Design, Graphics, Textiles and Food in conjunction with drawing on additional knowledge from other STEM subjects and links to other curriculum area such as Geography and Art. This allows our students to develop their practical skills and work with a wide range of specific materials and tools such as wood, plastic, card and fabric.

  • The aims of our Design and Technology department are to prepare students with the skills and knowledge for the world outside the classroom, enabling them to experience life to the full, both in the world of work and leisure for their future.
  • The curriculum is designed to be progressive, so that students can build on the skills and knowledge they learn and master them. 
  • The curriculum aims to give all students of whatever ability the opportunity to master these skills and knowledge through a perseverance stickability approach. Thus encouraging independent learners. 
  • To develop creative innovative thinkers. 
  • To enable students to feel safe and confident in their learning environment to take risks and learn from mistakes. 
  • To foster intellectual inquisitiveness about how and why things work the way they do. 
  • To have a greater understanding of how the real world of design and technology works around them, looking back at the past, seeing the present and looking forward to the future. Allowing them to think differently about solving problems for our future. 
  • To allow students to appreciate the work of world class designers in a wide range of fields and allows them to consider the needs of individuals and society. 
  • To enjoy learning in a practical manner having experienced the best possible engaging and challenging lessons which foster and promote interests for later life. 
  • To encourage and inspire students who wish to take on further study from selecting this as an option at GCSE, A level, university and the world of work. 
  • To equip students with the knowledge and skills to go into adult life both at work and leisure with a sound understanding of practical applications to enhance their lifestyles and the joy of learning.
Food

As part of their work with food St Mary’s students are taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking that will open the door to one of the great expressions of human creativity. Learning how to cook being a crucial life skill that enables students to feed themselves and others affordably and well, now and in later life.

Personal Development – To develop healthy individuals by understanding and applying the principles of nutrition and health. Understanding how nutritional needs vary with age and health conditions. Understanding the source, seasonality and characteristics of a broad range of ingredients. Demonstrating a repertoire of predominantly savoury dishes as part of a healthy and varied affordable diet. Instilling a love of cooking that leads to self-sufficiency and independence. Caring Attitudes – To make a positive contribution to the community by understanding the economic, environmental, ethical, religious and socio-cultural influences on food availability, production processes, and diet and health choices. Understanding how food contributes to various religious and spiritual events and celebrations. Exploring a range of ingredients and processes from different culinary traditions. Instilling a love of cooking that enable students to feed themselves and others.

Academic Achievement - To make, at least, the expected academic progress by ensuring that students achieve their expectations in a creative and innovative way. Demonstrate knowledge of functional chemical and nutritional properties, the sensory qualities and the microbiological considerations leading to the food preparation. Critique, evaluate and test food and the food of others. Apply the principles of nutrition and healthy eating in learning between subjects and beyond the classroom as understanding of nutrition and food ultimately fuels better academic success across the curriculum.

Our Design and Technology curriculum has been collaboratively designed to provide our students with both the practical skills and knowledge needed to make a successful transition to the next stage of their life. Our curriculum follows the National curriculum and it is designed to give all learners, particularly the most disadvantaged and those with special educational needs and / or disabilities (SEND) or high needs, the knowledge and cultural understanding they need to succeed in life. Literacy and numeracy are essential and embedded within elements of our curriculum.

Currently all students study D&T and Food in Years 7 & 8 and then they have the option to study D&T and Food in Year 9. Students can then opt to study Art & Design: Textiles; 3 Dimensional Design and Art, Craft and Design at GCSE level. Students can then progress onto A level Art & Design: Graphic Communication.

KS3 Curriculum Map

Currently all students study D&T and Food in Years 7 & 8 and then they have the option to study D&T and Food in Year 9. Groups are taught by specialist material teachers in specialist facilities on a rotation throughout the year. Throughout KS3 students cover the programmes of study in the D&T National Curriculum.

Year 7 Overview
Year 7 is an introduction to Design Technology, the skills and equipment. Students are taught basic skills and processes which allow them to progress onto more challenging skills throughout KS3.
Year 7 Topics
  • Year 7 Food

    We start Year 7 with a skills based course based on healthy eating. This course aims to provide the students with a secure basic understanding of the principles of safety and hygiene, basic knife skills and how to use a range of large and small equipment. There is an emphasis on healthy eating via the ‘Eatwell guide’ (the lessons cover all aspects of this) and nutrition. The course is taught through a range of practical and theoretical activities that aim to empower students to be able to choose, make and eat healthy choices throughout life.

    Practical skills:

    Fruit salad – sharp knife skills (bridge & claw grip).
    Savoury / sweet crumble – rubbing in method, layering, safe use of the oven.
    Savoury / sweet scones – dough making, shaping.

  • Year 7 Product Design

    Blockhead Characters

    • Health and safety in a workshop 
    • Design specification and initial research 
    • Drawing skills, developing design ideas, isometric drawings 
    • Technical drawings 
    • Wood material theory 
    • Material finishes theory 
    • How to use hand tools and equipment 
    • Practical skills including finishing techniques 
    • Working to a tolerance 
    • Plan of making 
    • Evaluating work
  • Year 7 Textiles

    Screen Buddy 

    • Health and safety in textiles.
    • Keywords in textiles and initial research for designs.
    • Designing/drawing skills
    • Creating a stencil for printing
    • Fibre and fabric theory.
    • Social, moral and ethics in textile

    Practical skills

    • How to use the sewing machine and hand stitch techniques.
    • How to cut from a pattern template. Printing onto fabric
    • Fabric construction techniques. How to add additional features
    • Stages of making the product
    • Creating packaging for the product
    • Evaluating work
Year 8 Overview

Through a variety of creative and practical activities, students are taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making.

Year 8 Topics
  • Year 8 Food

    Energy balance
    Students recap the ‘Eatwell guide’ and healthy eating.

    Theoretical knowledge:
    Energy balance, the effects of positive & negative energy balance and the importance of starchy carbohydrates.

    Practical skills:
    Savoury rice (starchy carbohydrate) – use of the hob.
    Pizza wheels: bread making, kneading, shaping, proving, use of the oven.

  • Year 8 Product Design

    Jon Burgerman Keyring

    • Research into product design
    • Research into the graphic designer Jon Burgerman
    • Design skills, how to develop a design and how to work in the style of a designer
    • Annotation and using subject specific terminology
    • Plastic - thermoset & thermoplastic theory 
    • Finishing skills when working with plastic 
    • Practical skills including finishing techniques
    • Packaging theory including its function and purpose 
    • Plan of making 
    • Evaluation
  • Year 8 Textiles

    North Face Phone cover

    • Revisit the sewing machine and hand stitching skills
    • Research a company and design ideas
    • How to design from a brief
    • How to design an all over, repeated print
    • Theory of smart and technical textiles

    Practical skills

    • Print a repeated design onto fabric.
    • Measuring and making your own paper template.
    • Construction of product
    • How to add a lining.
    • Evaluation of product
  • Year 8 Craft & Design

    Illuminated letter 

    • Research into Typography 
    • Research patterns in cultures-African, Mexican, Japanese and Islamic. 
    • Design skills, how to develop a design and how to work in the style of the culture. 
    • Annotation and using subject specific terminology
    • Health and safety 
    • Finishing skills when working fabric
    • Practical skills including finishing techniques –ironing, stitching
    • Plan of making 
    • Evaluation
Year 9 Overview

Students build on the skills and technical knowledge learnt in Years 7 & 8.  The aims are to:

  • develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world. 
  • build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users. 
  • critique, evaluate and test their ideas and products and the work of others.
  • understand and apply the principles of nutrition and learn how to cook.
Year 9 Topics
  • Year 9 Food

    The Year 9 Food course is taught through a range of practical and theoretical projects that aim to empower students to be able to choose, adapt recipes, make and eat healthy choices throughout life.

    Theoretical knowledge:

    Recap healthy eating and the ‘Eatwell guide’. The Eight Tips for Eating Well. Nutrients – their functions in the body and foods they are found in. Seasonality. Fairtrade.

    Practical skills:

    Savoury / sweet Muffins. Curry / Bolognese / Chilli Con Carne of their choice modified to suit the students family. Starchy Carbohydrate dish appealing to Teenagers.

  • Year 9 Product Design

    Modelling 

    • Task analysis 
    • Throw away culture 
    • Client profiles 
    • Peer development of design ideas 
    • Knowledge and understanding of the modelling process and its importance in design 
    • Card and greyboard model development 
    • Working to a technical drawing 
    • Wood theory
    • Modelling theory
    • Working with hand and machine tools 
    • Health and safety 
    • Drawing skills, developing design ideas, isometric drawings and orthographic drawings 
    • Ergonomics and anthropometrics 
    • How to write a design specification 
    • Practical skills 
    • Finishing skills 
    • Plan of making 
    • Evaluation
  • Year 9 Textiles

    Upcycling a T-shirt 

    • Design brief and task analysis mind map
    • Research a famous fashion brand
    • Theory of upcycling and environmental impact of the textile industry Social, moral and environmental impact of fashion
    • Drawing and design skills for the t-shirt
    • Different design pattern layouts.
    • How to use 2D design to create a laser cut

    Practical skills 

    • Textiles workshops in applique, screen printing, CAD CAM and decorative stitch
    • Fabric manipulation
    • Adding additional features -Finishing techniques
    • Sewing machine and hand stitching
    • Hand embroidery skills
    • Plan of making
    • Evaluation
  • Year 9 Craft & Design

    Printing

    • Research skills
    • artist research 
    • Knowledge and understanding of the lino printing process and its importance in design.
    • Drawing skills, developing design ideas 
    • experimenting with colour when printing.
    • exploring composition, layout, printing on backgrounds. 
    • layering prints
    • Practical skills
    • Finishing skills
    • Plan of making
    • Evaluation

KS4 Curriculum Map

Food Preparation & Nutrition Overview

Students study the AQA GCSE Food preparation and nutrition course. 50% is assessed by a written exam based on theoretical knowledge based on Food; nutrition & health, Food science, Food safety, Food choice and Food provenance. 50% is assessed by Non Exam Assessments (NEA). There are two NEA’s: NEA1: Food Investigation where students’ understanding of the working characteristics, functional and chemical properties of ingredients is assessed.

NEA2: Food Preparation assessment. Students' knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to the chosen task is assessed. Students will prepare, cook and present a final menu of three dishes within a single period of no more than three hours, planning in advance how this will be achieved.

Year 10 Food Preparation & Nutrition Topics
  • Autumn Term
    • Course introduction. 
    • Food, Nutrition & Health: Macronutrients, Micronutrients & Water, Nutritional needs and health. 
    • Practical skills: Cake making skills – Creaming method and Whisking method; Pastry making skills – Short crust pastry, Flaky pastry & Choux pastry; Bread making skills.
  • Lent Term
    • Food science: Cooking of food & heat transfer, Functional and chemical properties of Proteins, Carbohydrates, Fats & oils and Raising agents. 
    • Food Safety: Food spoilage and contamination, Principles of food safety. 
    • Practical skills: Sauce making skills, Knife skills, Pasta making. 
    • Food science investigations.
  • Summer Term
    • Food choice: Factors affecting food choice, British & international cuisine, Sensory evaluation, Food labelling & marketing. 
    • Practical skills: Sensory evaluation – presentation skills. Sensory investigation. Use of equipment and cooking methods
Year 11 Food Preparation & Nutrition Topics
  • Autumn Term
    • Completion of NEA 1 Food investigation (10 hours). Research; Investigation & Analysis and evaluation.
    • Start NEA 2 Food Preparation assessment (20 hours). Researching the task.
  • Lent Term
    • Complete NEA 2 Food Preparation assessment. Demonstrating technical skills, Planning for the final menu, 3 hour practical assessment – making the final dishes and Analyse & evaluate
  • Summer Term
    • Food provenance: Environmental impact and sustainability of food, Food production and processing. 
    • Revision of theoretical knowledge for written examination.
Three Dimensional Design Overview

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. In Component 1 and Component 2 students are required to work in one or more area(s) of three dimensional design including Product Design. 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 of study.

Year 10 Three Dimensional Design Topics

Component 1 coursework (the theme of this can change each year)

  • Autumn Term
    • Course introduction 
    • Introduction to component 1 part 1 
    • Printing techniques 
    • Task analysis 
    • Initial research – mindmaps and moodboards 
    • Research into designers and brands 
    • Initial modelling and development using a range of materials
    • How to produce a range of design ideas, drawn in isometric and orthographic viewpoint 
    • Annotation of designs using technical language
    • Understanding the importance of modelling in the design process
  • Lent Term
    • Development of design ideas 
    • How to render a design idea using a range of different techniques 
    • Modelling of designs out of wood 
    • Photographic evidence of modelling 
    • Producing a final design idea - How to write a design specification 
    • Practical work – how to join materials together using a range of techniques 
    • Practical skills including hand tools, equipment and machinery 
    • Evidence of practical work
  • Summer Term
    • How to write a plan of making with photographic evidence 
    • How to evaluate a final product and component of work 
    • Introduction to component 1 part 2 
    • Task analysis 
    • Initial research – mindmaps and moodboards 
    • Research into designers and brands
Year 11 Three Dimensional Design  Topics

Component 1 coursework (the theme of this can change each year) 
Externally set component (10 hour exam)

  • Autumn Term
    • Continuation of component 1 part 2 
    • Initial modelling and development using a range of materials 
    • Production of a range of design ideas, drawn in isometric and orthographic viewpoint 
    • Annotation of designs using technical language - Development of design ideas
    • Modelling of designs out of wood 
    • Photographic evidence of modelling
    • Producing a final design idea 
    • Practical skills including hand tools, equipment and machinery
  • Lent Term
    • Continuation of component 1 part 2 
    • Plan of making with photographic evidence 
    • Evaluation of the final product and component of work 
    • Introduction to externally set component 
    • Task analysis 
    • Initial research – mindmaps and moodboards 
    • Research into designers and brands 
    • Initial modelling and development using a range of materials 
    • Production of a range of design ideas, drawn in isometric and orthographic viewpoint 
    • Annotation of designs using technical language 
    • Development of design ideas
  • Summer Term
    • Modelling of designs out of wood
    • Photographic evidence of modelling 
    • Producing a final design idea 
    • Practical skills including hand tools, equipment and machinery 
    • Plan of making with photographic evidence 
    • Evaluation of the final product and component of work
Art, Craft & Design Overview

Students explore, through a range of two-dimensional and/or three-dimensional processes and media, practical application of skills and relevant critical and contextual sources such as the work of contemporary artists, craftspeople and designers and the different purposes, intentions and functions of art, craft and design as appropriate to their own work.

Year 10 Art, Craft & Design Topics
  • Course Introduction
    • Skills based project 
    • Lino printing, mono printing, cellotape printing, collage, ink, watercolour, drawing ink, stencils, observational drawings, oil pastels, background making, mark making, developing design ideas, line drawings, repeated patterns, working in the style of artists, photoshoots, photoshoot edits.
  • Lent Term
    • Course introduction 
    • Introduction to component 1 part 1 
    • Initial research – mindmaps and moodboards
    • Research into artists 
    • Initial design ideas and development using a range of media 
    • Annotation of designs using technical language 
    • Understanding the importance of modelling in the design process
    • Modelling of designs out of clay 
    • Photographic evidence of modelling 
    • Producing a final design idea
    • Practical work – how to join clay together using a range of techniques 
    • Practical skills including hand tools for clay modelling 
    • Evidence of practical work
  • Summer Term
    • Research lino printing artist
    • Initial design ideas and development designs for lino printing
    • Experimentation with lino printing- colours, layout and composition. 
    • Producing a final series of prints. 
    • How to write a plan of making with photographic evidence 
    • How to evaluate a final product and component of work
Year 11 Art, Craft & Design Topics
  • Autumn Term
    • Initial research – mindmaps and moodboards
    • Research into artists 
    • Initial design ideas and development using a range of media 
    • Annotation of designs using technical language 
    • Understanding the importance of modelling in the design process Modelling of designs out of cardboard 
    • Photographic evidence of modelling 
    • Producing a final design idea
    • Practical work – how to join cardboard together using a range of techniques 
    • Practical skills including hand tools for cardboard modelling 
    • Evidence of practical work
  • Lent Term
    • Introduction to externally set component 
    • Initial research – mindmaps and moodboards
    • Range of design ideas 
    • Research into artist 
    • Initial modelling and development using a range of media/ materials 
    • Annotation of designs using technical language 
    • Development of design ideas
  • Summer Term
    • Modelling using whichever media pupil has selected for externally set component. 
    • Photographic evidence of modelling 
    • Producing a final design idea 
    • Practical skills including(clay, modelling) tools, equipment and machinery (sewing machines ) 
    • Plan of making with photographic evidence 
    • Evaluation of the final product and component of work

A Level Curriculum Map

Graphic Communication Overview

Students should be introduced to a variety of experiences that explore a range of graphic communication media, processes and techniques. They should be made aware of both traditional and new media. Students should explore the use of drawing for different purposes, using a variety of methods and media on a variety of scales. Students should explore relevant images, artefacts and resources relating to a range of art, craft and design.. Students' responses to these examples must be shown through practical and critical activities that demonstrate their understanding of different styles, genres and traditions. Students should be aware of the four assessment objectives to be demonstrated in the context of the content and skills presented. They should be aware of the importance of process as well as product.

Year 12 Topics

Skills based component 
Component 1 portfolio (the theme of this changes each year)

  • Autumn Term
    • Course introduction 
    • Skills based project 
    • Lino printing, mono printing, cellotape printing, collage, ink, watercolour, drawing ink, stencils, observational drawings, oil pastels, background making, mark making, developing design ideas, typography, logo development, Photoshop skills, line drawings, repeated patterns, working in the style of artists and illustrators, photoshoots, photoshoot edits
  • Lent Term
    • Continuation of skills based project (until Feb half term) 
    • Introduction into component 1 portfolio 
    • Individual design briefs to work towards 
    • Contextual studies 
    • Written proposals 
    • Initial research into chosen theme and subtheme 
    • Artist and photographer analysis 
    • Photoshoot 
    • How to write a shooting log and after shooting log 
    • Initial observational work (hand and Photoshop)
  • Summer Term
    • Continuation of component 1 portfolio 
    • Experimenting with different media 
    • Working in the style of chosen artists and designers 
    • Using skills based workshop to help inform experiments to create 
    • Refinement of experiments 
    • Annotation of experiments and development
Year 13 Topics

Component 1 portfolio (the theme of this changes each year)
Component 2 externally set (15 hour exam)

  • Autumn Term
    • Continuation of component 1 portfolio 
    • Refinement of experiments 
    • Typography research and theory 
    • Brand analysis 
    • Brand idea generation 
    • Font development 
    • Logo development including initial sketches to final Photoshop evidence 
    • Logo and typography experiments 
    • Producing final outcomes and variations 
    • Final posters and products 
    • Personal essay
  • Lent Term
    • Introduction into component 2 portfolio 
    • Individual design briefs to work towards set by AQA 
    • Contextual studies 
    • Written proposals 
    • Initial research into chosen theme and subtheme 
    • Artist and photographer analysis 
    • Photoshoot 
    • How to write a shooting log and after shooting log 
    • Initial observational work (hand and Photoshop) 
    • Experimenting with different media 
    • Working in the style of chosen artists and designers 
    • Using skills based workshop to help inform experiments to create
  • Summer Term
    • Continuation of component 2 portfolio 
    • Refinement of experiments 
    • Annotation of experiments and development 
    • Refinement of experiments 
    • Typography research and theory 
    • Brand analysis 
    • Brand idea generation 
    • Font development 
    • Logo development including initial sketches to final Photoshop evidence 
    • Logo and typography experiments 
    • Producing final outcomes and variations 
    • Final posters and products

St Mary's Catholic Academy

Head Teacher: Mr. Simon Eccles
St. Walburga's Road, Blackpool, FY3 7EQ
01253 396286
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