Design and Technology : Pendle Vale College

“Design is intelligence made visible.” Alina Wheeler

Our Curriculum

Our Intent

By the end of Year 11 students at Pendle Vale College will:

Develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials.
Be creative in their use of a wide range of ingredients to create a variety of dishes ranging in complexity.
Develop a range of practical skills to ensure confident and safe preparation of a variety of ingredients in the kitchen. Develop a range of practical skills with a variety of materials to produce high quality, functioning products.
Develop a thorough understanding of principles of design and technology, including, sustainability, design and technology and our world, systems and control, materials and their properties, smart and composite materials and mechanical devices and components.

Three Pillars of the Curriculum

We fully believe that Design and Technology contributes to the development of all students at Pendle Vale College through our unrelenting focus on:

Currency: We collaboratively plan, resource and deliver lessons and courses with a focus on quality first teaching. Robust assessment, accountability and well-designed schemes of learning enable students to be successful.
Core Skills: Our subject develops essential life skills in students including literacy, oracy and personal development. A core aspect of DT is designing and making, using a range of materials, such as wood, plastic, metal and food. Many of the skills taught can lead to apprenticeships and employment in local businesses.
Character: Cultural capital is developed through teaching about the materials that are around us and how they are used, based on their properties and impact on the environment. Our aim is to help students to understand the world around them and how decisions made can and will impact us all. Students should be able to make informed decisions based on concepts such as sustainability, air miles, product lifecycle and personal health. The food curriculum develops cultural capital further by ensuring that students understand their body, nutritional needs and practical skills to allow them to feed themselves.

Learning and Understanding

We seek to instill a true love of learning in all our students by:

Promoting a love of learning through trial, experimenting, exploring and experiencing and understanding that progress isn’t always linear.
Providing specialist subject teachers who share their passion for the subject and develop secure classroom environments where failure is accepted and embraced as an essential part of learning.
Providing a DT curriculum that is inspiring, rigorous and includes practical activities. Students acquire a broad range of subject knowledge and draw upon disciplines such as maths, science, engineering, art, geography, MFL and computing.

In order to achieve a true understanding of Design and Technology, topics have been intelligently sequenced based on the following rationale:

Students gain access to a broad and balanced DT curriculum upon entry in Year 7.
There is a focus on powerful knowledge – using the national curriculum and KS4 specifications as starting points, DT has planned and resourced the most important things for students to learn, considering what students will already know and what we want them to know by the end of the year/key stage.
Ensure that any learning of DT from KS2 is embedded and built upon or taught for the first time.
Core skills, and crucially building confidence, the DT curriculum gradually unfolds and enables students to explore and understand the world around them.

Personal Development

We fully believe that Design and Technology contributes to the development of students at Pendle Vale through five key areas:

Social development is encouraged through carefully planned sequences of learning that include opportunities for collaborative learning through discussions, practical work and team tasks.
Moral development of students is promoted throughout our curriculum, with a focus on the ethics of design, the morality of different designs, understanding the sustainability issues of materials, manufacturing processes and energy generation.
DT contributes to the spiritual development of students by having the individual at the center and understanding and respecting that their views, needs, opinions and beliefs may be different. DT focuses on the individual as a consumer and how important it is to understand the needs, beliefs and wants of different people. Lessons on user needs, nutritional needs of different groups, inclusive and exclusive design are central to the subject.
The DT curriculum contributes to the cultural development of students by looking at the needs and wants of products in different cultures. Learning about cultural foods and preparing a range of dishes helps students to broaden their understanding of the community that they live in.
Personal development: Students learn how to take risks, become resourceful, innovative, enterprising and capable citizens.

Equality

The Design and Technology curriculum ensures that any potential equality issues are mitigated by:

Planning schemes of learning and lessons that are accessible and respond to student’s needs. Students of all abilities are challenged and supported in achieving in line with their capabilities.
All students are treated with respect, understanding and fairness.
Provide knowledge organisers for all students.

Homework

Our belief is that homework should be a deliberate practice of what has been modelled and taught in lessons, as well as interleaved revision to ensure students are embedding previously learn knowledge but also developing high level skills alongside powerful knowledge. All Science homework is meaningful and contributes towards students’ progress. KS3 tasks focuses on literacy and key terminology and KS4 focuses on long term memory; repetition and retrieval.

Careers, Opportunities and beyond the Curriculum

Opportunities are built in to make links to the world of work to enhance the careers, advice and guidance that students are exposed to including:

Many aspects of the KS3 DT curriculum link to careers and we explicitly talk about these careers during lessons.
KS4 – Hospitality and Catering: The focus of this course is to introduce students to the many different roles and opportunities within the hospitality and catering industry, as well as building key skills in the preparation of food.
KS4 – Engineering Design: A focus onf this course is to understand the variety of careers available within the engineering industry.
Design and Technology takes theory and learning from many other subjects and puts it into practice. We look at how the theory translates to real world situations, designs and product development.
The applications of learning in DT is fundamentally about understanding the world around them and how the curriculum applies in real life situations in the workplace.

Whilst ensuring students are well prepared for their KS4 examinations, we teach beyond the exam specification by:

Ensuring that develop an understanding of the world around them, how things are made, why specific materials are used and the social, environmental, economic, moral and cultural implications of designing and making.
Teaching students how to make well-informed decisions about the foods they eat and developing their ability to safely and hygienically produce a range of healthy dishes, meaning they can feed themselves.
Incorporating team building, leadership and independent skills throughout the curriculum.
Having a constant underlying theme of sustainability and looking after our world.

Research Led

The Design and Technology curriculum at Pendle Vale has been influenced by:

Pashler et al (2007) and Harry Fletcher-Wood (2018) Spaced revisiting of key ideas is critical.
Daisy Christodoulou (2016) Deliberate Practice. Skill is developed not by practicing final tasks, but by practicing much narrower and more specific tasks.
Tom Sherrington and Oliver Cavaglioni (2020) and Harry Fletcher-Wood (2018) Identify common misconceptions, reinforce the correct model and check for understanding (hinge point questions).
Design and Technology National Curriculum – To plan content covered.
Tom Sherrington and Oliver Cavaglioni (2020) and Barak Rosenshine (2010) – Live modelling.
Retrieval Practice (Didau et al, 2016) (Pashler et al, 2007) (Dunlosky, 2013).

Overview of critical knowledge students will learn in this subject from Y7-Y11. The curriculum is planned giving thought to the optimum knowledge sequence required for building secure, effective schema.

A powerful knowledge-rich curriculum teaches both substantive knowledge (facts, knowing something is the case, what we think about) & non-declarative or procedural knowledge (skills & processes, knowing how to do something, what we think with).

Bodies of knowledge are essential to underpin skills. In some subjects, further distinction between substantive knowledge (domain specific knowledge gained e.g. knowledge of the past) & disciplinary knowledge (how the knowledge is gained e.g. historical reasoning)

Curriculum Plans

Year 7

Sustainable Project

Weeks

19 weeks / 1 hour per week

Theme

Design and technology and our world with a fabric based practical.

New Learning

Sustainability
SMCE
Circular vs linear economy Renewable & non-renewable energy.
Health & safety in textiles
Threading a sewing machine
Designing
Patterns
Fabric cutting
Fabric construction.

Knowledge Revisited

KS2 Technical knowledge
Designing and making.

Knowledge Developed

6 R’s
Renewable & Non-
Renewable energy
Smart & Composite Materials

Engineering Project

Weeks

19 weeks / 1 hour per week

Theme

Mechanical components and devices with a timber and plastic based practical.

New Learning

Motion
Pulleys
Gears
Input and output
Circuit diagrams
Workshop health and safety
Practical using timber/plastic
Measuring
Cutting (tenon saw)
Sanding
Gluing and clamping
Drilling
Finishing techniques.

Knowledge Revisited

KS2 Technical knowledge
Designing and making.

Knowledge Developed

Mechanical Systems
Systems approach.

Core Knowledge & Skills

Weeks

19 weeks / 1 hour per week

Theme

Technical drawing, materials theory and CAD skills.

New Learning

Textiles theory,
Smart materials,
Composite materials
Timbers theory
Paper and board theory
Drawing and measuring,
Hand embroidery,
Technical drawing (one and two-point perspective)
CAD skills (Adobe Illustrator)

Knowledge Revisited

KS2 Technical knowledge
Designing and making.

Knowledge Developed

Drawing skills,
Measuring,
Fabrics and fibres,
Timbers,
Paper and board.

Food

Weeks

19 weeks / 1 hour per week

Theme

Introduction to safe working practices and practical skills.

New Learning

Equipment
Hygiene
Eatwell Guide
Hygiene and safety
Weighing.

Practical

Use of the kettle,
Creaming method
Baking
Decorating
Safe use of the oven.

Knowledge Revisited

KS2 Technical knowledge
Designing and making.

Knowledge Developed

Equipment
Washing up
Eat well guide
Food diary.

Year 8

Sustainable Project

Weeks

19 weeks / 1 hour per week

Theme

New Learning

Knowledge Revisited

Knowledge Developed

Engineering Project

Weeks

19 weeks / 1 hour per week

Theme

New Learning

Knowledge Revisited

Knowledge Developed

Core Knowledge & Skills

Weeks

19 weeks / 1 hour per week

Theme

New Learning

Knowledge Revisited

Knowledge Developed

Food

Weeks

19 weeks / 1 hour per week

Theme

New Learning

Knowledge Revisited

Knowledge Developed

Year 9

Sustainable Project

Weeks

19 weeks / 1 hour per week

Theme

Designing for a greener world.

New Learning

Contextual challenge
Sustainable issues in textiles
Work of other designers
Branding, designing
Patterns
Modelling
Making using sustainable fabrics
Test and evaluate

Knowledge Revisited

Multicultural foods.
Introduction to hospitality and catering.

Knowledge Developed

Develop students understanding of sustainability by focussing on the textiles industry and its’ impact.
Focus of design is sketching a range of ideas at speed.
Developing designs to improve them. Modelling becomes more challenging. Changing 2D drawing to a 3D model

Engineering Project

Weeks

19 weeks / 1 hour per week

Theme

Engineering design: Timbers based making project / Passive Speaker.

New Learning

Design cycle,
Standard/ premanufactured components,
Production methods
Legislation
Design specification
Designing
Modelling
Making
Evaluation

Knowledge Revisited

Modelling
Making using timbers and traditional hand tools
Evaluation

Knowledge Developed

Modelling as a way of testing design success, more complex timbers practical requiring more accuracy.

Core Knowledge & Skills

Weeks

19 weeks / 1 hour per week

Theme

Graphics design in the food industry.
Graphics design in the music industry.

New Learning

Microwave meal packaging:

Food labelling,
Allergens and intolerances,
Design brief,
Product analysis.
Designing,
Safe cutting skills
Using scissors and craft knives
Construction.

Ticket design:

Design brief and product analysis
Nets

Knowledge Revisited

Allergens
Modelling using paper and card
Drawing skills
Colour theory
Rendering skills
Card construction

Knowledge Developed

Develop students’ ability to be creative when designing, developing understanding of the importance of layout and colour theory as an advertising tool.
Accuracy when cutting with scissors and craft knives.

Food

Weeks

19 weeks / 1 hour per week

Theme

Multicultural foods.
Introduction to hospitality and catering.

New Learning

Multicultural food
Vegetarianism
EHO
Seasonality
Food legislation
Nutritional analysis
Time planning

Practical

Frying
Safe knife skills
Preparing raw meat
Using yeast
Kneading
Fermentation reaction
Use of the oven
Use of the hob
Presentation skills

Knowledge Revisited

Food preparation
Food Safety

Knowledge Developed

Developing safe and accurate practical skills in the preparation of food in more complex dishes.Healthy eating and understanding the dietary/nutritional needs of different groups of people. Developing safe and accurate practical skills in the preparation of food in more complex dishes.

Year 10

Hospitality & Catering

Autumn Term

Theme

Unit 1 – H & C Industry
LO1 – Understand the environment in which H & C providers operate.
Unit 2 – H & C in action:
Understand menu planning.
Be able to cook dishes.

New Learning

LO1

Describe:
The structure of the H&C industry.
Analyse job requirements.
Describe working conditions of different job roles.
Explain factors affecting the success of H & C providers.
Know how food can cause ill health
Describe:- food related causes of ill health.
EHO role and responsibilities
Food safety legislation.
Common types of food poisoning.
Symptoms of food induced ill health.

Unit 2

Plan production of dishes for a menu.
Time Planning.

Be able to cook dishes

Use techniques in preparation, cooking and presentation of ingredients.
Assure quality of ingredients to be used in food preparation.
Use food safety practices

Knowledge Revisited

EHO
Food poisoning
Food safety
Preparation of dishes

Knowledge Developed

Look in more depth at the role of the EHO.
Use and build upon prior knowledge of food poisoning causes and symptoms to learn about different types of food poisoning.
Build upon the students understanding of food related causes of ill health.
Using prior practical skills to produce more complex dishes independently.

Spring Term

Theme

Unit 1 – H & C Industry
LO3 – Understand how H & C provision meets health and safety requirements
LO2 – Understand how H & C provisions operate.
Unit 2 – H & C in Action Understand the importance of nutrition when planning menus.
Be able to cook dishes.

New Learning

LO3

Describe personal safety responsibilities in the workplace.
Identify risks to personal safety in H&C.
Recommend personal safety control measures.

LO2

Describe the operation of the kitchen.
Describe the operation of front of house.
Explain how hospitality and catering provision meet customer requirements.

Unit 2

Describe functions on nutrients in the human body.
Compare nutritional needs of specific groups.

Knowledge Revisited

Personal safety
Functions of nutrients
Nutritional needs of groups of people, preparation of dishes.

Knowledge Developed

Develop a deeper understanding of personal safety within the catering industry rather than just the school food room,
Develop a more in depth understanding of the functions of nutrients in relation to the body and the nutritional needs of groups of people.
Using prior practical skills to produce more complex dishes independently.

Summer Term

Theme

H & C Industry

LO5 – Be able to propose an H & C provision to meet specific requirements

Revision and Preparation for Unit 1 external written exam.

Unit 2 – H & C in action

LO3 – Be able to cook dishes

New Learning

Review options for hospitality and catering provision. 
Recommend options for hospitality provision.  
Revision and Preparation for Unit 1 external written exam.

Unit 2

Be able to cook dishes 

Use techniques in preparation of ingredients. 
Assure quality of ingredients to be used in food preparation. 
Use techniques in cooking. 
Complete dishes using presentation techniques. 
Use food safety practices

Knowledge Revisited

Targeted revision.

Knowledge Developed

This will pick up on many elements from Unit 1:
Mainly focussing on areas of weakness across the group and for individual students.

Engineering

Autumn Term

Theme

Engineering Design:
Unit R038: Principles of engineering design.
Unit R039: Communicating Designs

New Learning

Topic area 1: Designing processes.

The stages involved in design strategies.

Types of design: linear, iterative, inclusive, user-centred, sustainable, ergonomic.

1.2 Stages of the iterative design process.

Identify (design brief, research, ergonomics, anthropometrics, ACCESS FM, process planning), design (specification, generating ideas, selection and justification, engineering drawings, manufacturing plans), optimise (virtual and physical modelling, error proofing), validate (Justification of decisions, testing, evaluating)

Knowledge Revisited

Design cycle
ACESS FM
Smart and modern materials
Composite materials
Robotics
Freehand sketching to generate ideas
Isometric drawing,
1 and 2 point perspective drawing
Rendering
Annotating and labelling

Knowledge Developed

Design cycle discussed in much more detail expanding to understand all the processes involved in each of the phases
ACESS FM how any why this is used in the engineering industry which develops on students using it to analyse an existing product
Smart and modern materials in the engineering industry considering how they have changed the made world
Composite materials deeper understanding of a small range of composites and their uses
Robotics
Freehand sketching to generate ideas to a higher standard than KS3
Isometric drawing
1 and 2 point perspective drawing Developing the ability to draw more complex shapes and designs using these techniques
Rendering
Annotating and labelling.

Spring Term

Theme

Engineering Design:
Unit R038: Principles of engineering design.
Unit R039: Communicating Designs.

New Learning

Topic area 2: Design requirements.

How manufacturing considerations affect design.

Automation,
Material availability and form

Types of manufacturing processes:

Wasting
Casting
Machining
Forming
Joining
Finishing and assembly
Production costs

Influences on engineering product design.

Technology push
Market pull
Cultural fashion and trends
British international standards
UKCA
CE
Legislation
Planned obsolescence
Sustainability 6R’s.

R039

1.1 Manual production of freehand sketches.
- Controlled Assessment: Design iterations, final design.

1.2 Manual production of engineering drawings.
- Controlled Assessment: Exploded drawing, third-angle projection.

1.3 Use of computer-aided design.
- Introduction to OnShape (computer design programme)
- Develop skills in the use of OnShape.

Controlled Assessment:

Drawing own design using OnShape.

Knowledge Revisited

Revising technology push and market pull
Thinking about how this impacts the products that are designed and made today
sustainability and the 6R’s re-cap the names and meanings
CAD skill development – move on to 3D modelling compared to 2D modelling completed in Year 7 and 8.

Knowledge Developed

Technology push
Market pull
Sustainability and the 6R’s
CAD skills

Summer Term

Theme

Engineering Design:
Unit R038: Principles of engineering design.
Unit R039: Communicating Ideas
Unit R040 Design, evaluation and modelling.

New Learning

Topic area 2: Design requirements.

2.3 Influences on engineering product design.

Reusing products and components
Upcycling
Disposal of non-recyclable materials
Sustainable engineering initiatives
6R’s.

3.1 Types of drawing used in engineering.

Assembly drawing
Block diagrams
Circuit diagrams
Flowcharts
Wiring diagrams

3.2 Working drawings.

3rd angle
Standard drawing conventions
Tolerances
Common abbreviations
Representation of mechanical features on drawings

3.3 Using CAD software.

Advantages and limitations of using CAD drawing software

4.1 Methods of evaluating design ideas.

Subjective evaluation
Production of models
Qualitative comparison with the brief and specification
QFD

4.1 Modelling methods.

Virtual CAD
Card
Block
Breadboarding
3D printing

4.3 Methods of evaluating a design outcome.

Measurement methods,
Functionality,
Quantitative comparison with the design brief and specification
User testing
Modifications and improvements.

1.3 Use of computer aided design.

Controlled Assessment:

Drawing own design using OnShape,
Converting drawing into an exploded drawing and working drawing
Evaluation
Controlled assessment marked and submitted June window.

Modelling design ideas.

Timbers
plastic and metals based practical projects.

Knowledge Revisited

3rd angle projection
Flowcharts
Circuit diagrams
Evaluating
Modelling methods
CAD skills.

Knowledge Developed

3rd angle projection of more complex 3D shapes
Simple flowcharts taught and produced in Yr 9
Students now look at why and the specific symbols used; circuit diagrams were taught in a simple electronics unit at KS3 they now need to understand the reason for these drawings
Developing a deeper understanding of the different ways that a design or product can be evaluated including the regular qualitative that is done at KS3 and progressing on to quantitative
Comparisons
Testing and modifications
Modelling methods
CAD skill development in 3D continues.

Year 11

Hospitality & Catering

Autumn Term

Theme

Unit 2 – H & C in action –
Controlled Assessment Task
LO1 – Understand the importance of nutrition when planning menus.
LO2 – Understand Menu Planning
LO3 – Be able to cook dishes
Controlled Assessment – Mock

New Learning

Unit 2 Hospitality & Catering in action – Controlled Assessment Task

LO1

Describe functions of nutrients in the human body.
Compare nutritional needs of specific groups.
Explain characteristics of unsatisfactory nutritional intake.
Explain how cooking methods impact nutritional value.

LO2

Explain how dishes on a menu address environmental issues, meet customer needs
Plan production of dishes for a menu.

LO3

Use techniques in preparation of ingredients.
Assure quality of ingredients to be used in food preparation.
Use techniques in cooking.
Complete dishes using presentation techniques.
Use food safety practices.

Controlled Assessment.

Knowledge Revisited

Functions of nutrients
Nutritional needs of different groups
Preparation of dishes

Knowledge Developed

Practical skills,
Time planning and management
presentation of dishes
Building on all skills taught and developed so far to complete a mock controlled assessment.

Spring Term

Theme

LO2 – Understand Menu Planning
Proposing dishes for menus.
LO3 – Be able to cook dishes
Controlled Assessment – Practical Exam

New Learning

Unit 2 – Hospitality & Catering in action –

Controlled Assessment Task

LO1

Describe functions of nutrients in the human body.
Compare nutritional needs of specific groups.
Explain characteristics of unsatisfactory nutritional intake.
Explain how cooking methods impact nutritional value.

LO2

Proposing dishes for menus.
Explain how dishes on a menu address environmental issues, meet customer needs.
Plan production of dishes for a menu.

LO3

Use techniques in preparation of ingredients.
Assure quality of ingredients to be used in food preparation.
Use techniques in cooking.
Complete dishes using presentation techniques.
Use food safety practices.

Controlled Assessment – Practical Exam

Knowledge Revisited

Functions of nutrients
Nutritional needs of different groups
Preparation of dishes.

Knowledge Developed

Practical skills
Time planning and management
Presentation of dishes
Controlled assessment development
Building on the skills learnt in the practice mock and making use of key theory on nutrition and practical skills.

Summer Term

Theme

(Revision for re-sit of Unit 1 written exam)

New Learning

This will pick up on many elements from Unit 1: Mainly focusing on areas of weakness across the group and for individual students.

Unit 2

Be able to cook dishes 

Use techniques in preparation of ingredients. 
Assure quality of ingredients to be used in food preparation. 
Use techniques in cooking. 
Complete dishes using presentation techniques. 
Use food safety practices

Knowledge Developed

Focused revisit and revise in preparation for the exam.

Engineering

Autumn Term

Theme

Engineering Design
Unit R040 Design, evaluation and modelling.
Unit R038: Principles of engineering design.

New Learning

Principles of engineering design.

ACCESS FM
Materials
Manufacturing
Scales of production
Material availability and form
Manufacturing processes
Production methods
Technology push
Market pull
Standards and legislation
Planned obsolescence
6 R’s
Upcycling
Circular economy and types of drawing

Unit R040 Design, evaluation and modelling.

Preparation for R040:

What is product analysis
Ranking matrices
QFD
Product disassembly
Component analysis
Health and safety of tools and equipment
Risk assessments
Practical skill development
Reading working drawings
Production planning
Making journals
OnShape revisit

Start NEA R040

Carry out the product analysis.

Knowledge Revisited

Prototyping
Health and safety
Risk assessments
PPE

Knowledge Developed

Prototyping students have prototyped throughout KS3 and developed a basic understanding of the reasons for doing it, in Year 11 this develops to understand types of prototyping and clear reasons for it; health and safety develop a more detailed understanding of health and safety in industry, rather than just in school workshops; risk assessments become more complex and require an understanding of a wider range of tools and equipment, PPE. All the theory is a revisit and retrieval practice of learning from Year 10.

Spring Term

Theme

Unit R038: Principles of engineering design.
Unit R040: Design evaluation and modelling.

New Learning

R038 Principles of engineering design.

Working drawings
Advantages and limitations of CAD and CAM
Subjective and objective evaluations
Ranking matrices
Why models are made
Methods of measuring dimensions
Designing processes
Design requirements

R040 Design, evaluation and modelling.

Disassembly write up
Component analysis
CAD modelling
Plan of manufacture
Risk assessments
Product manufacture
Evaluation and modifications

Knowledge Revisited

REVISIT & REVISE Unit R038

Knowledge Developed

Revision:

Working drawings
Advantages and limitations of CAD and CAM
Subjective and objective evaluations
Ranking matrices
Why models are made
Methods of measuring dimensions
Designing processes
Design requirements

Summer Term

Theme

Unit R040: Design, evaluation and modelling.
Unit R038: Principles of engineering design.

New Learning

R038 Principles of engineering design.

Revision mats to be produced on:
Topic area 3 – communicating design outcomes.
Topic area 4 – Evaluating design ideas.
Final revision: planned based on the needs of the groups.

R040 internally moderated and sent for external moderation. Deadline 5th May.

R038 external exam between 10th – 20th May

Knowledge Revisited

REVISIT & REVISE Unit R038

Knowledge Developed

Revision

Communicating design ideas
Evaluating and designing

For further information regarding our curriculum please contact the admin team at reception@pendlevale.lancs.sch.uk