Year 7: Curriculum Intent During year 7 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 7 Essential Knowledge Summary | |
Schemata 1: Electronics & Texttiles | Schemata 3: Food and Nutrition |
Composite Knowledge: Pupils will develop knowledge and understand expectations of Health and safety in the workshop and how to conduct themselves safely to ensure they are learning and embedding knowledge and skills with accuracy and an awareness of hazards and preventions. Pupils will learn about the input, process and output of electronics components. They will also have an in-depth introduction to health and safety in an electronics room. Foundational Knowledge: Declarative Knowledge: Identify a hazard and produce a prevention Understand their knowledge of health and safety to create a risk assessment. Understand how different components have different functions in a circuit. Articulate what a PCB is and its’ purpose. Understand the composition of a PCB. Work safely and securely to solder some components with some accuracy. Procedural Knowledge: Use historical information of inventors and understand how they shaped the future of electronics, be able to identify key facts. Safely solder and create a product with minimal errors. Understand input, process and output as well as feedback. Upper Hierarchical Knowledge: Form their own opinions and articulate this within their literacy task. Name and function of components and link to their use in the circuit. Work independently and transfer their skills to others. Explain and link how input, process output works and provide a detailed example. | Composite Knowledge: Pupils will learn about health and safety in a Food room and the hazards involved. They will learn about nutrients and basic skills. Students will have knowledge of different textures and flavours and develop skills to encourage independent learning as well as working in their buddy systems to ensure they are following their health and safety protocols. Foundational Knowledge: Declarative Knowledge: Follow instructions and remain safe when working with sharp objects. Understand the principle of weighing and measuring. Understand different organoleptic qualities by carrying out a sensory analysis. Demonstrate safe knife grips using the bridge and the claw. Identify the 5 nutrients and their function in the body. Apply knowledge in written format and verbally. Procedural Knowledge: Use the bridge and claw when cutting and be able to construct a dish with relative confidence. Work safely and have a good awareness of safety and hygiene. Articulate flavours and textures and link to combinations to complement. Upper Hierarchical Knowledge: Explain what vitamins and minerals are, identify their sources and their function in the body. Explain and describe verbally what knowledge they have acquired from their practical and theory lessons. Transfer skills to others and share knowledge as well as work confidently and with precision. |
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. | |
Year 8: Curriculum Intent During year 8 the focus is on building knowledge on they have already secured to then apply them to products with more challenge as well as encouraging skills such as thinking, problem solving, discussion based learning and being mindful of the users requirements. Students will develop on existing skills and gain a comprehensive understanding of health and safety protocols through practical lessons and theoretical study. They will learn technical language relevant to their projects, enhancing their ability to articulate design concepts and processes effectively. The focus will be on integrating theory with hands-on experience, allowing students to demonstrate their knowledge through the creation of high-quality products that emphasise aesthetics, functionality, and material suitability. This year is dedicated to learning and developing new skills that will lay a strong foundation for their future work in Design and Technology. | |
Year 8 Essential Knowledge Summary | |
Schemata 1: Product design | Schemata 3: Food and Nutrition |
Composite Knowledge: Pupils will gain an 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. Procedural Knowledge: Reflect on reading to explain their opinion of a product, be able to describe key characteristics. Explore a range of design movements and apply the skill to a particular product. 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. Able to understand the three types of production and know their differences. Link the types of production to the 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. | Composite Knowledge: Pupils will embed their knowledge of H&S in the Food room including personal hygiene, kitchen safety and growth conditions for microorganisms. They will Identify 3 key pathogens and sources. Foundational Knowledge: Declarative Knowledge: Follow instructions and remain safe when working hazardous equipment. Explain how the food choices we make can be sustainable. Pupils will further their understanding of nutrients through the function and source of Complex and simple carbohydrates; fibre and starch. Procedural Knowledge: Work safely and hygienically, demonstrating control measures to prevent cross contamination when working with high risk foods. Articulate flavours and textures and link to combinations to complement. Independently assess when food products are cooked. Pupils will use their knowledge of food provenance to explain the moral Impact of food production on the environment. Students develop ‘medium’ level skills through their practical lessons including pastry and bread making, aeration through whisking and making a bechamel sauce. Upper Hierarchical Knowledge: Explain and describe verbally what knowledge they have acquired from their practical and theory lessons. Transfer skills to others and share knowledge as well as work confidently and with precision. |
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. | |
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 2: 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. | |
Year 11 Engineering design: Curriculum Intent During year 11 students will have the opportunity to gain underpinning knowledge and understanding relevant to the qualification and sector. The NEA units draw on and strengthen this learning with students applying their learning in a practical, skills-based way | ||
Year 11 Essential Knowledge Summary | ||
R038: Principles of engineering design | R039: Communicating designs | R040: Design, evaluation and modelling |
Composite Knowledge: This is assessed by an exam. In this unit students will learn about the design process, and all of the stages that are involved. Topics include: o Understanding how to execute a range of design processes independently. o Designing requirements are established with the use of ACCESS FM and a specification is developed that is linked through design and evaluation. o Communicating design outcomes with a range of mediums with confidence and understanding of their need in a range of scenarios. o Evaluating design ideas to develop an understanding of how to investigate potential modifications, improvements and developments as well as critique a range of feedback from their target market group. Component Knowledge: Foundational Knowledge: Declarative Knowledge: Be able to identify or recognise a given item, for example on a diagram
Procedural Knowledge: The reasons for the use of modelling to test proportions to test scale to test function
□Manufacture or modification of the prototype comparison of the model or prototype against the requirements of the design brief and specification
Upper Hierarchical Knowledge: Can create their own opinion on their own designs and provide robust and clear feedback linking to ACCESS FM 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 •Students will need to be able to describe the influences on engineering product design | Composite Knowledge: This is assessed by a set assignment. In this unit students will learn how to use sketching and engineering drawings to communicate ideas. Topics include: o Manual production of freehand sketches using a range of CAD software. o Manual production of engineering drawings. o Use of computer aided design (CAD) Design using regular solids: cube, rectangular block, hollow object and a cylinder •Compound shapes To include: • Exploded view • Sectional view Produce a 3D CAD model of a design proposal to include compound 3D shapes 2 Produce 3D CAD assemblies of components Component Knowledge: Foundational Knowledge: Declarative Knowledge: Understand how to produces a wide range of creative and innovative freehand design proposals. Fully considering the design specification. Uses a comprehensive range of techniques. Justification demonstrating a detailed understanding of needs and wants of the client/user Procedural Knowledge: Extensive evidence of analysis of design proposals that are fully annotated. Produces comprehensive freehand sketches of design proposal. Detailed explanation of the key features of a design proposal that is fully annotated. Fully considers the design specification. Ideas are justified and linked through the project against the specification. Students understands how to apply their knowledge and can justify points and provide feedback for improvements and modifications. Upper Hierarchical Knowledge: Form their own opinions and articulate this within their feedback and justifications. Name and function of components and link to their use in the product and provide improvements, modifications and developments independently. Work independently and transfer their skills to others. Explain and link how their outcomes are suitable or not to their target market group and provide robust and detailed evaluation strategies to show this. | Composite Knowledge: This is assessed by a set assignment. In this unit you will learn how to create and test models of your design. Topics include: o Product evaluation o Modelling design ideas Students should use ACCESS FM to analyse the specified product and compare products using an appropriate customer driven engineering matrix. •Both primary and secondary research should be undertaken to identify the strengths and weaknesses of existing products.
Component Knowledge: Foundational Knowledge: Declarative Knowledge: Understand how to carry out product disassembly carefully, under close supervision, and following safety guidelines, in order to analyse how it is made and assembled. Understand how to use 3D CAD software in order to produce a virtual 3D model from the product specification provided. Students should understand how to plan the production of a prototype, and will need to identify and plan the different stages required to manufacture the it. Procedural Knowledge: Extensive evidence of analysis of design proposals that are fully annotated. Produces comprehensive freehand sketches of design proposal. Detailed explanation of the key features of a design proposal that is fully annotated. Fully considers primary and secondary knowledge. Students understands how to apply their knowledge and can justify points and provide feedback for improvements and modifications. Upper Hierarchical Knowledge: Form their own opinions and articulate this within their feedback and justifications. Name and function of components and link to their use in the product and provide improvements, modifications and developments independently. Work independently and transfer their skills to others. Be able to evaluate their manufactured prototype against the product specification, and suggest a range of potential design improvements. |
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