Year 9: Curriculum Intent During year 9 the focus is on knowing designers and their influence on how their ideas have shaped the world and be able to develop a range of ideas. As a result, the students will develop a creative flare and then create products using a range of hand tools and some machinery with a keen focus on health and safety. | |
Year 9 Essential Knowledge Summary | |
Schemata 1: Product design | Schemata 3: Food technology |
Composite Knowledge: Pupils will gain a deeper and more established understanding of health and safety and how to conduct themselves in a safe working environment. Pupils will develop knowledge of tools equipment and machinery to construct a product. Foundational Knowledge: Declarative Knowledge: Mark, measure and shape a product to a desired outcome. Work safely and complete work to the good quality outcome. Be able to read and identify key words and identify key facts of a designer. Apply knowledge of types of production to ensure their manufacturing reflects batch production. Students are able to work in pairs or as a group to produce the same product. Procedural Knowledge: Reflect on reading to explain their opinion of a product, be able to describe key characteristics. Create a product independently and safely to create a product that is safe to use. Can identify the three groups of woods and provide an example of use for each. Can establish and explain the difference between, mass batch and one off production. Understand a range of drawing skills, know where their application is used and be able to create a drawing of a shape or product with accuracy. Upper Hierarchical Knowledge: Can create their own opinion on the artist work. Able to work independently in the workshop and share their knowledge with others verbally. Can improve or make suggestions of how the product can be modified. Be able to solve issues and evaluate their own idea with modifications or improvements. Be able to transfer their knowledge to others that need mentoring, coaching or guidance. Reflect a high level of understanding and be able to provide explanations to procedures, practises with conscience and make links to the subject specific language. | Composite Knowledge: Pupils will further develop their knowledge of healthy eating with a focus on proteins (HBV and LBV) and fats (trans, saturated and unsaturated). Foundational Knowledge: Declarative Knowledge: Planning nutritional needs at different life stages with a focus on teenagers, energy needs and diet related health risks: bone health and anaemia. Pupils will understand factors which influence food choice including medial, moral and religious diets with a focus on intolerances and allergies. Procedural Knowledge: Students should be able to recall, select and apply detailed knowledge and understanding of engineering • present information clearly and accurately, using a wide range of technical language and engineering terminology •apply relevant knowledge, understanding and skills in a range of situations to plan and carry out investigations and tasks effectively, testing their solutions, and working safely and with a high degree of precision Upper Hierarchical Knowledge: Can identify the effect on nutrients through a variety of cooking methods. Students can use contingencies to work independently through their practical and manage to dovetail two dishes successfully. Execute preparation, knife and cooking skills to a precise and consistent level, using the subject |
Can understand the purpose of a design criteria and create a specification addressing the success of the outcome. Can understand how designers have influenced and shaped the world through analysis and creating a range of ideas. Can use equipment, tools and machinery with a high regard to health and safety when developing a product. Can understand hazards and know how to prevent them in a workshop or Food room. | |