‘Ever since God created the world, his invisible qualities, both his eternal power and his divine nature, have been clearly seen; they are perceived in the things that God has made.’ - Romans 1:20

"Bring them up out of that land to a land rich and broad, a land where milk and honey flows." - Exodus 3:8

Our Vision and Intent

“Technology should always be at the service of humanity and respectful of every human person's dignity” –Pope Francis

The Technology Faculty has a welcoming environment in which we encourage all pupils to show love and respect for each other. We seek to develop children and young people’s practical designing and making ability, contributing their own unique gifts and talents to the creativity of solving real and relevant problems, striving for excellence in all we do.

Technology has strong cross-curricular links with Science, Maths, Computing, Engineering, Geography, History and Art. The curriculum is designed to encourage pupils to think of the big picture in terms of developing knowledge and understanding of the natural resources of our planet, to consider the impact of the environmental, cultural, industrial and society usage of those resources and how, as individuals, as communities and as global citizens we have an obligation to take responsibility for extraction, usage and end-of-life disposal of those resources in a sustainable manner. Through the evaluation of past and present design and technology, pupils can develop a critical understanding of its impact and the wider world. This knowledge and understanding is at the heart of the subject and is interwoven throughout all key stages which makes an essential contribution to the creativity, culture wealth and well-being of the nation.

 

Design Technology Intent

During Key Stage 3, it is our intent to build upon students’ prior knowledge, no matter what starting point. Pupils are introduced to exploring all materials, their sources, properties and uses in an engaging and both theoretical and practical manner. They learn about mechanisms, movement, forces, structures, biomimicry and sustainability. During each learning topic is a focused practical task in which pupils apply their learning to any of the researching, designing, making and evaluating of a product. Encouragement of independent learning is practiced throughout. They build upon their technical vocabulary, their knowledge and practical skills to design and make high quality prototypes and products for a wide range of users.

During Key Stage 4 in Design Technology, we build upon prior knowledge and expand into greater detail of new and emerging technologies, systems and electronics, materials and key ideas in design technology. Topics are devised in order to encourage pupils to consider love, service and justice in the global community through learning about the impacts of industry in the 21st Century on society, cultures and the environment, such as the work of Fairtrade, for example. All the while we are developing pupils’ creative, technical and practical expertise so they can become confident and participative members of an increasingly technological world.

Extra-curricular opportunities give pupils chance to experience competition and real life industrial situations. It is a journey of discovery and one in which the department celebrates and reflects on the love of God, using the whole school points system to reward pupils for their many ways in which they can demonstrate their gospel values, which after all is at the heart of all we are.

 

Food Technology Intent

It is our intent to provide students with vital life skills that will enable them to feed themselves and others affordably and nutritiously, now and later in life.  Encourage the development of high skills and resilience in safe environment, allowing students to demonstrate commitment and act on feedback.  Empower students to enable them to follow a recipe and substitute ingredients and cooking methods as appropriate, demonstrating an understanding of food choices e.g. veganism, allergies and healthy eating.  Develop an understanding that will allow students to become discriminating consumers of food products, enabling them to participate in society in an active and informed manner.  Engage with students to encourage them to understand the environmental factors which affect the inequalities in food distribution on a global scale and give them an understanding of the need to minimise ‘food waste’ starting with their own practise.  Allow students to explore a number of multicultural perspectives concerning food. Students will enhance their understanding, appreciation and acceptance of people from a variety of cultural backgrounds through the preparation of food from different countries. Encourage our students to develop an awareness and acceptance of diversity within our community. Our hope is that through Food Technology, students are provided with a context through which to explore the richness, pleasure and variety that food adds to life.

At Key Stage 3 students study Food once a week for 18 weeks; they then move to DT and complete the remainder of the year.  The National Curriculum for Design Technology Key stage 3 aims to ensure that all pupils:

  • understand and apply the principles of nutrition and health
  • cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet
  • become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes]
  • understand the source, seasonality and characteristics of a broad range of ingredients.

At Key Stage 4 students can continue their studies in Food by opting to study WJEC Level 1/2 Hospitality and Catering.  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 groups, according to a report by People 1st. The WJEC Vocational Award in Hospitality and Catering has been designed to support learners in schools and colleges who want to learn about this vocational sector and by studying the course it can prepare them for further study post 16.  Employment in hospitality and catering can range from waiting staff, receptionists and catering assistants to chefs, hotel and bar managers and food technologists working for supermarket chains.

Extra-curricular opportunities reflect the curriculum intent and offer solutions to cooking on a budget and supporting Key Stage 4 students to develop higher order practical skills.

Progression Models

 

Literacy (including subject vital vocab)

 

Being able to use key design and technology terminology is essential. This includes terminology related to: designing, innovation and communication; materials and technologies; making, manufacture and production and critiquing, values and ethics. This enables pupils to use their articulacy in exploring and developing their design decision making skills, communicate clearly their ideas and develop skills to critique and refine their ideas whilst designing and making.

 

Click here for our Subject Vital Vocab 

Revision/supporting materials and Learning Wall

The Ultimate Design and Technology GCSE Revision Guide!

Daydream Education’s new Design and Technology GCSE Pocket Poster app is the perfect revision, classwork and homework aid. The app simplifies key topics into bite-sized chunks of information that will improve students’ understanding and confidence. The Design and Technology application provides students with a new way to learn, work and prepare for tests and exams in many areas of Design and Technology. Study on the bus, in your home or in school without the need to carry your books. You can even listen to your music at the same time.

The link here is for GCSE BBC Bitesize Design Technology website specifically for the Eduqas examination board  https://www.bbc.co.uk/bitesize/examspecs/z4nfwty

 

Careers and progression

Design and Technology offers a unique opportunity in the curriculum for learners to identify and solve real problems by designing and making products or systems. Through studying GCSE Design and Technology, learners will be prepared to participate confidently and successfully in an increasingly technological world; and be aware of, and learn from, wider influences on design and technology, including historical, social/cultural, environmental and economic factors.

Design and making skills and the ability to visualise new ideas can be useful in many job families such as marketing, sales and advertising, arts crafts and design, broadcast media and performing arts, journalism and publishing, construction, as well as engineering and manufacturing.

Applied and job-related learning

There is a range of vocational qualifications (such as BTECs, NVQ/SVQs, and diplomas) linked to an interest in design technology, such as:

  • graphic design
  • fashion styling
  • art and design
  • media
  • engineering
  • photography
  • construction and building services
  • motor vehicle – technology and repair

Apprenticeships

There is a range of apprenticeships that link to an interest in design technology, including:

  • junior product designer
  • theatre set carpenter
  • farrier (metalworking)
  • service technician  
  • civil engineering technician
  • plumber
  • design and draughting technician
  • engineering model maker 

Skills and qualities - from studying design technology

  • Technical ability: You may need particular technical skills and specialist knowledge of how things work or need to be designed and built.
  • Problem solving: Some jobs particularly require problem solving skills and creative thinking to recognise problems and their causes, to identify a range of possible solutions and then assess and decide the best way forward.
  • Organisation: You’ll need to be able to plan and schedule work. This could include being able to prioritise what needs to be done and by when.
  • Communication: If your job requires verbal communication, you may need to write or give speeches and presentations. For jobs which require written communication skills, you will need to write clearly and convincingly – you could be producing or dealing with legal documents or writing articles for a newspaper. You may also require good listening skills, the ability to negotiate, or to be persuasive.
  • Creativity: You may need specific artistic or design skills for a job, or you may need to draw on a good imagination to come up with creative solutions to business challenges.
  • Business management: Some jobs require a good understanding of how businesses work and the management skills to help the business run smoothly and succeed.
  • Analytics: You’ll be collecting and examining information in detail to arrive at a solution, to answer a key question or make an informed decision.
  • Customer service: Any job which involves contact with customers and the public requires good customer service skills. Whether it’s on the phone or face-to-face it’s important to be able to make customers feel welcome, to be polite and listen.
  • Discipline: You need to know and do what is expected of you. This ranges from organising yourself, being on time, to being responsible. Some jobs need particular discipline skills such as being able to persevere with the task and plans until you accomplish them, or following strict procedures.

 

Careers using design technology

Aerospace engineer

Animator

Arboricultural officer

Architect

Barber

Bricklayer

Building control officer

Cabinet maker

Carpenter

CNC machinist

Engineering craft machinist

Model maker

Computer service and repair technician

Computer-aided design technician

Costume designer

Dog groomer

Electrician

Estate agent

Fine artist

Firefighter

Gardener

Hairdresser

Lighting technician

Locksmith

Medical illustrator

Nail technician

Offshore roustabout

Pattern cutter

Personal shopper

Petroleum engineer

Photographer

Plasterer

Plumber

Quantity surveyor

Royal Navy rating

Set designer

Signwriter

Teacher

Telecommunications engineer

Television/film producer

User acceptance tester

Window fitter

Youth and community worker