St. Mary's

Design & Technology Subject Overview

Includes Food Preparation & Nutrition, Three Dimensional Design, Art, Craft & Design, Graphic Communication, Creative Design & Production, and Textiles

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 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 9 Overview

Students build on the skills and technical knowledge learnt in Years 7 & 8 preparing and enthusing them for GCSE. 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

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
Year 11 Food Preparation & Nutrition Topics
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)

Year 11 Three Dimensional Design Topics

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

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
Year 11 Art, Craft & Design Topics

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)

Year 13 Topics

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