Welcome to Design & Technology
Why learn Design & Technology?
Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, students design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Students learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.
The national curriculum for design and technology aims to ensure that all students:
- 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.
Design & Technology Curriculum Overview
Please click the year group and half-term to view additional information.
| Half Term 1 |
| Knowledge |
| Part A (RJS & LBL) |
| D&T - Materials timber, metals, plastics, smart materials. |
| Learn to develop a base of research. |
| Develop a brief and specification. |
| Factors that affect design. |
| Use of basic graphical skills. |
| Develop basic sketching skills. |
| Develop knowledge of key terminology. |
| Use of CAD/CAM in design. |
| Design logos and typography. |
| Making models to communicate ideas. |
| Understand implications of designing products in the real world. |
| Environmental issues affecting every product being produced. |
| Part B (LBT & LBL) |
| Food safety |
| Principles of food safety: the 4Cs and basic bacteriology Principles and application of health and safety in a kitchen environment. Introduction to equipment and utensils. |
| Food, nutrition and health |
| Healthy eating: the Eatwell Guide |
| Fruit and Vegetables |
| Skills / application of knowledge |
| To use the workshop tools and equipment to: |
| Cut with a coping saw and tenon saw, Smoothing with a file on concave and convex lines, drill using a pillar drill and smooth surfaces using the sanding machine, Joining with the hot glue gun |
| Knife handling skills: bridge hold and claw grip Use of hob |
| 1. Washing up task |
| 2. Fruit pots |
| 3. Pasta/couscous salad |
| 4. Ext - Stir fry |
| Links to prior learning |
| Key Stage 1 & 2 NC |
| KS2 curriculum |
| Understand and apply the principles of a healthy and varied diet. |
| Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques. |
| Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. |
| Assessment |
| Bag Tag: |
| Assessment linked to learning outcomes. |
| DC1 PROVE IT – I can independently manufacture a product using a selection of different materials. |
| Pasta/couscous salad: |
| DC1 PROVE IT – I can design and make a healthy snack pot demonstrating safe working practice. |
| Essential Knowledge |
| DESIGN - I can design an accurate template |
| MAKE - I can manufacture a product from plywood |
| EVALUATE - I can use feedback from my evaluation to improve and develop my work |
| TECHNICAL KNOWLEDGE - I can explain the characteristics and properties of a selection of materials. |
| DC1 PROVE IT – I can independently manufacture a product using a selection of different materials. |
| DESIGN - I can design a healthy snack pot. |
| MAKE - I can produce a product demonstrating safe use of the bridge and claw methods. |
| EVALUATE - I can use feedback from my evaluation to improve and develop my work. |
| TECHNICAL KNOWLEDGE - I can explain the importance of a balance diet in reference to the Eat Well Guide. |
| DC1 PROVE IT – I can design and make a healthy snack pot demonstrating safe working practice. |
| Half Term 2 |
| Knowledge |
| Part A (RJS & LBL) |
| D&T - Materials timber, metals, plastics, smart materials. |
| Learn to develop a base of research. |
| Develop a brief and specification. |
| Factors that affect design. |
| Use of basic graphical skills. |
| Develop basic sketching skills. |
| Develop knowledge of key terminology. |
| Use of CAD/CAM in design. |
| Design logos and typography. |
| Making models to communicate ideas. |
| Understand implications of designing products in the real world. |
| Environmental issues affecting every product being produced. |
| Part B (LBT & LBL) |
| Food safety |
| Principles of food safety: the 4Cs and basic bacteriology Principles and application of health and safety in a kitchen environment. Introduction to equipment and utensils. |
| Food, nutrition and health |
| Healthy eating: the Eatwell Guide |
| Fruit and Vegetables |
| Skills / application of knowledge |
| To use the workshop tools and equipment to: |
| Cut with a coping saw and tenon saw, Smoothing with a file on concave and convex lines, drill using a pillar drill and smooth surfaces using the sanding machine, Joining with the hot glue gun |
| Knife handling skills: bridge hold and claw grip Use of hob |
| 1. Washing up task |
| 2. Fruit pots |
| 3. Pasta/couscous salad |
| 4. Ext - Stir fry |
| Links to prior learning |
| Key Stage 1 & 2 NC |
| KS2 curriculum |
| Understand and apply the principles of a healthy and varied diet. |
| Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques. |
| Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. |
| Assessment |
| Bag Tag: |
| Assessment linked to learning outcomes. |
| DC1 PROVE IT – I can independently manufacture a product using a selection of different materials. |
| Pasta/couscous salad: |
| DC1 PROVE IT – I can design and make a healthy snack pot demonstrating safe working practice. |
| Essential Knowledge |
| DESIGN - I can design an accurate template |
| MAKE - I can manufacture a product from plywood |
| EVALUATE - I can use feedback from my evaluation to improve and develop my work |
| TECHNICAL KNOWLEDGE - I can explain the characteristics and properties of a selection of materials. |
| DC1 PROVE IT – I can independently manufacture a product using a selection of different materials. |
| DESIGN - I can design a healthy snack pot. |
| MAKE - I can produce a product demonstrating safe use of the bridge and claw methods. |
| EVALUATE - I can use feedback from my evaluation to improve and develop my work. |
| TECHNICAL KNOWLEDGE - I can explain the importance of a balance diet in reference to the Eat Well Guide. |
| DC1 PROVE IT – I can design and make a healthy snack pot demonstrating safe working practice. |
| Half Term 3 |
| Knowledge |
| Part A (RJS & LBL) |
| D&T - Materials timber, metals, plastics, smart materials. |
| Learn to develop a base of research. |
| Develop a brief and specification. |
| Factors that affect design. |
| Use of basic graphical skills. |
| Develop basic sketching skills. |
| Develop knowledge of key terminology. |
| Use of CAD/CAM in design. |
| Design logos and typography. |
| Making models to communicate ideas. |
| Understand implications of designing products in the real world. |
| Environmental issues affecting every product being produced. |
| Part B (LBT & LBL) |
| Food safety |
| Principles of food safety: the 4Cs and basic bacteriology Principles and application of health and safety in a kitchen environment. Introduction to equipment and utensils. |
| Food, nutrition and health |
| Healthy eating: the Eatwell Guide |
| Fruit and Vegetables |
| Skills / application of knowledge |
| To use the workshop tools and equipment to: |
| Cut with a coping saw and tenon saw, Smoothing with a file on concave and convex lines, drill using a pillar drill and smooth surfaces using the sanding machine, Joining with the hot glue gun |
| Knife handling skills: bridge hold and claw grip Use of hob |
| 1. Washing up task |
| 2. Fruit pots |
| 3. Pasta/couscous salad |
| 4. Ext - Stir fry |
| Links to prior learning |
| Key Stage 1 & 2 NC |
| KS2 curriculum |
| Understand and apply the principles of a healthy and varied diet. |
| Prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques. |
| Understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. |
| Assessment |
| Bag Tag: |
| Assessment linked to learning outcomes. |
| DC1 PROVE IT – I can independently manufacture a product using a selection of different materials. |
| Pasta/couscous salad: |
| DC1 PROVE IT – I can design and make a healthy snack pot demonstrating safe working practice. |
| Essential Knowledge |
| DESIGN - I can design an accurate template |
| MAKE - I can manufacture a product from plywood |
| EVALUATE - I can use feedback from my evaluation to improve and develop my work |
| TECHNICAL KNOWLEDGE - I can explain the characteristics and properties of a selection of materials. |
| DC1 PROVE IT – I can independently manufacture a product using a selection of different materials. |
| DESIGN - I can design a healthy snack pot. |
| MAKE - I can produce a product demonstrating safe use of the bridge and claw methods. |
| EVALUATE - I can use feedback from my evaluation to improve and develop my work. |
| TECHNICAL KNOWLEDGE - I can explain the importance of a balance diet in reference to the Eat Well Guide. |
| DC1 PROVE IT – I can design and make a healthy snack pot demonstrating safe working practice. |
| Half Term 4 |
| Knowledge |
| Part A (RJS & LBL) |
| Electronics Systems CAD/CAM |
| Analyse a product by disassembly. |
| Create a simple circuit using INPUTS, PROCESS and OUTPUTS. |
| Recognition of basic electronic components. |
| Use of soldering. |
| Recognition of INPUT, PROCESS and OUTPUT components. |
| Know and understand that the significant part of electronics and related technology play in our everyday lives. |
| Know how the development of electronics has contributed to the development of current everyday products. |
| Part B (LB2 & LBL) |
| Graphics - Papers & boards |
| It is well known that chocolate bars look far more appealing to children than healthy snacks! Your task is to design a health bar brand that looks appealing to children'. |
| Skills / application of knowledge |
| To use the soldering equipment safely and correctly to: |
| Cut and strip wire |
| Apply solder to wire |
| Apply solder to copper tracking |
| To use solder to join wire |
| Functions of packaging, |
| Packaging analysis |
| Identify possible themes and brand names for your health bar |
| Logo ideas |
| Net design (provided net) |
| Evaluation |
| Use of hob and oven |
| 1.Cereal bar |
| Links to prior learning |
| Key Stage 1 & 2 NC |
| Assessment |
| Disney castle: Assessment linked to learning outcomes. |
| DC2 PROVE IT – I can independently manufacture and assemble a functioning electronic product. |
| Healthy Cereal Bar packaging: DC1 PROVE IT – I can make a model of my design. |
| Essential Knowledge |
| DESIGN - I can design a creative flip flop switch for my circuit. |
| MAKE - I can use the soldering equipment safely and correctly. |
| EVALUATE - I can use feedback from my evaluation to improve and develop my work |
| TECHNICAL KNOWLEDGE - I can identify a selection of soldering equipment, circuit symbols and electronic components. |
| DC2 PROVE IT – I can independently manufacture and assemble a functioning electronic product. |
| DESIGN - I can design a logo. |
| MAKE - I can transfer my design onto a net. |
| EVALUATE - I can use feedback from my evaluation to improve and develop my work. |
| TECHNICAL KNOWLEDGE -I can demonstrate my technical knowledge of graphics – paper and board. |
| DC1 PROVE IT – I can make a model of my design. |
| Half Term 5 |
| Knowledge |
| Part A (RJS & LBL) |
| Electronics Systems CAD/CAM |
| Analyse a product by disassembly. |
| Create a simple circuit using INPUTS, PROCESS and OUTPUTS. |
| Recognition of basic electronic components. |
| Use of soldering. |
| Recognition of INPUT, PROCESS and OUTPUT components. |
| Know and understand that the significant part of electronics and related technology play in our everyday lives. |
| Know how the development of electronics has contributed to the development of current everyday products. |
| Part B (LB2 & LBL) |
| Graphics - Papers & boards |
| It is well known that chocolate bars look far more appealing to children than healthy snacks! Your task is to design a health bar brand that looks appealing to children'. |
| Skills / application of knowledge |
| To use the soldering equipment safely and correctly to: |
| Cut and strip wire |
| Apply solder to wire |
| Apply solder to copper tracking |
| To use solder to join wire |
| Functions of packaging, |
| Packaging analysis |
| Identify possible themes and brand names for your health bar |
| Logo ideas |
| Net design (provided net) |
| Evaluation |
| Use of hob and oven |
| 1.Cereal bar |
| Links to prior learning |
| Key Stage 1 & 2 NC |
| Assessment |
| Disney castle: Assessment linked to learning outcomes. |
| DC2 PROVE IT – I can independently manufacture and assemble a functioning electronic product. |
| Healthy Cereal Bar packaging: DC1 PROVE IT – I can make a model of my design. |
| Essential Knowledge |
| DESIGN - I can design a creative flip flop switch for my circuit. |
| MAKE - I can use the soldering equipment safely and correctly. |
| EVALUATE - I can use feedback from my evaluation to improve and develop my work |
| TECHNICAL KNOWLEDGE - I can identify a selection of soldering equipment, circuit symbols and electronic components. |
| DC2 PROVE IT – I can independently manufacture and assemble a functioning electronic product. |
| DESIGN - I can design a logo. |
| MAKE - I can transfer my design onto a net. |
| EVALUATE - I can use feedback from my evaluation to improve and develop my work. |
| TECHNICAL KNOWLEDGE -I can demonstrate my technical knowledge of graphics – paper and board. |
| DC1 PROVE IT – I can make a model of my design. |
| Half Term 6 |
| Knowledge |
| Part A (RJS & LBL) |
| Electronics Systems CAD/CAM |
| Analyse a product by disassembly. |
| Create a simple circuit using INPUTS, PROCESS and OUTPUTS. |
| Recognition of basic electronic components. |
| Use of soldering. |
| Recognition of INPUT, PROCESS and OUTPUT components. |
| Know and understand that the significant part of electronics and related technology play in our everyday lives. |
| Know how the development of electronics has contributed to the development of current everyday products. |
| Part B (LB2 & LBL) |
| Graphics - Papers & boards |
| It is well known that chocolate bars look far more appealing to children than healthy snacks! Your task is to design a health bar brand that looks appealing to children'. |
| Skills / application of knowledge |
| To use the soldering equipment safely and correctly to: |
| Cut and strip wire |
| Apply solder to wire |
| Apply solder to copper tracking |
| To use solder to join wire |
| Functions of packaging, |
| Packaging analysis |
| Identify possible themes and brand names for your health bar |
| Logo ideas |
| Net design (provided net) |
| Evaluation |
| Use of hob and oven |
| 1.Cereal bar |
| Links to prior learning |
| Key Stage 1 & 2 NC |
| Assessment |
| Disney castle: Assessment linked to learning outcomes. |
| DC2 PROVE IT – I can independently manufacture and assemble a functioning electronic product. |
| Healthy Cereal Bar packaging: DC1 PROVE IT – I can make a model of my design. |
| Essential Knowledge |
| DESIGN - I can design a creative flip flop switch for my circuit. |
| MAKE - I can use the soldering equipment safely and correctly. |
| EVALUATE - I can use feedback from my evaluation to improve and develop my work |
| TECHNICAL KNOWLEDGE - I can identify a selection of soldering equipment, circuit symbols and electronic components. |
| DC2 PROVE IT – I can independently manufacture and assemble a functioning electronic product. |
| DESIGN - I can design a logo. |
| MAKE - I can transfer my design onto a net. |
| EVALUATE - I can use feedback from my evaluation to improve and develop my work. |
| TECHNICAL KNOWLEDGE -I can demonstrate my technical knowledge of graphics – paper and board. |
| DC1 PROVE IT – I can make a model of my design. |
| Half Term 1 |
| Knowledge |
| Part A (RJS & LBL) |
| D&T – Materials timber, metals, plastics, Smart materials |
| Generating ideas and developing into a product. |
| Basic ordering of processes to construct a product. |
| Learn how to analyse products. |
| How existing product can be a rich source of information. |
| Match and select suitable materials considering their fitness for purpose. |
| Make use of specialist equipment to mark out materials. |
| Follow procedures for safety and understand the process of risk assessment. |
| Use a range of manufacturing techniques including handcraft skills and machinery to manufacture products precisely. |
| How to classify materials by structure e.g. hard words, soft woods, ferrous and non-ferrous, thermoplastic and thermosetting plastics |
| Part B (LBT & LBL) |
| Problem with plastics. |
| Functions of packaging. |
| Logo designs. |
| Ergonomics & Anthropometrics. |
| Tera Pak. |
| Environment – recycling. |
| Net design. |
| Skills / application of knowledge |
| To use the workshop tools and equipment to: |
| Cut with a coping saw and tenon saw |
| Smoothing with a file |
| Drill using a pillar drill |
| Smooth surfaces using the sanding machine |
| Joining with the hot glue gun |
| To apply a finish |
| Join wood using temporary fixings |
| To measure and mark out wood and plastic |
| Logo design |
| Product design |
| Intended user |
| Designing own nets |
| Links to prior learning |
| Year 7 Curriculum Y7 H&S |
| Assessment |
| Fidget board construction: Assessment linked to learning outcomes. |
| DC2 PROVE IT – I can independently manufacture and assemble a functioning product. |
| Drink Carton packaging design: |
| DC1 PROVE IT – I can make a model of my design ideas taking into consideration research completed |
| Essential Knowledge |
| DESIGN - I can accurately plan and design an idea for functioning product. |
| MAKE - I can manufacture a product using a selection of materials. |
| EVALUATE - I can use feedback from my evaluation to improve and develop my work |
| TECHNICAL KNOWLEDGE - I can explain the characteristics and properties of a variety of materials. |
| DC1 PROVE IT – I can independently manufacture and assemble a functioning product. |
| DESIGN - I can demonstrate the importance of a good logo design. |
| MAKE - I can make a net that resembles my design. |
| EVALUATE - I can use feedback from my evaluation to improve and develop my work |
| TECHNICAL KNOWLEDGE - I can demonstrate my technical knowledge of graphics – paper and board. |
| DC1 PROVE IT – I can make a model of my design ideas taking into consideration research completed. |
| Half Term 2 |
| Knowledge |
| Part A (RJS & LBL) |
| D&T – Materials timber, metals, plastics, Smart materials |
| Generating ideas and developing into a product. |
| Basic ordering of processes to construct a product. |
| Learn how to analyse products. |
| How existing product can be a rich source of information. |
| Match and select suitable materials considering their fitness for purpose. |
| Make use of specialist equipment to mark out materials. |
| Follow procedures for safety and understand the process of risk assessment. |
| Use a range of manufacturing techniques including handcraft skills and machinery to manufacture products precisely. |
| How to classify materials by structure e.g. hard words, soft woods, ferrous and non-ferrous, thermoplastic and thermosetting plastics |
| Part B (LBT & LBL) |
| Problem with plastics. |
| Functions of packaging. |
| Logo designs. |
| Ergonomics & Anthropometrics. |
| Tera Pak. |
| Environment – recycling. |
| Net design. |
| Skills / application of knowledge |
| To use the workshop tools and equipment to: |
| Cut with a coping saw and tenon saw |
| Smoothing with a file |
| Drill using a pillar drill |
| Smooth surfaces using the sanding machine |
| Joining with the hot glue gun |
| To apply a finish |
| Join wood using temporary fixings |
| To measure and mark out wood and plastic |
| Logo design |
| Product design |
| Intended user |
| Designing own nets |
| Links to prior learning |
| Year 7 Curriculum Y7 H&S |
| Assessment |
| Fidget board construction: Assessment linked to learning outcomes. |
| DC2 PROVE IT – I can independently manufacture and assemble a functioning product. |
| Drink Carton packaging design: |
| DC1 PROVE IT – I can make a model of my design ideas taking into consideration research completed |
| Essential Knowledge |
| DESIGN - I can accurately plan and design an idea for functioning product. |
| MAKE - I can manufacture a product using a selection of materials. |
| EVALUATE - I can use feedback from my evaluation to improve and develop my work |
| TECHNICAL KNOWLEDGE - I can explain the characteristics and properties of a variety of materials. |
| DC1 PROVE IT – I can independently manufacture and assemble a functioning product. |
| DESIGN - I can demonstrate the importance of a good logo design. |
| MAKE - I can make a net that resembles my design. |
| EVALUATE - I can use feedback from my evaluation to improve and develop my work |
| TECHNICAL KNOWLEDGE - I can demonstrate my technical knowledge of graphics – paper and board. |
| DC1 PROVE IT – I can make a model of my design ideas taking into consideration research completed. |
| Half Term 3 |
| Knowledge |
| Part A (RJS & LBL) |
| D&T – Materials timber, metals, plastics, Smart materials |
| Generating ideas and developing into a product. |
| Basic ordering of processes to construct a product. |
| Learn how to analyse products. |
| How existing product can be a rich source of information. |
| Match and select suitable materials considering their fitness for purpose. |
| Make use of specialist equipment to mark out materials. |
| Follow procedures for safety and understand the process of risk assessment. |
| Use a range of manufacturing techniques including handcraft skills and machinery to manufacture products precisely. |
| How to classify materials by structure e.g. hard words, soft woods, ferrous and non-ferrous, thermoplastic and thermosetting plastics |
| Part B (LBT & LBL) |
| Problem with plastics. |
| Functions of packaging. |
| Logo designs. |
| Ergonomics & Anthropometrics. |
| Tera Pak. |
| Environment – recycling. |
| Net design. |
| Skills / application of knowledge |
| To use the workshop tools and equipment to: |
| Cut with a coping saw and tenon saw |
| Smoothing with a file |
| Drill using a pillar drill |
| Smooth surfaces using the sanding machine |
| Joining with the hot glue gun |
| To apply a finish |
| Join wood using temporary fixings |
| To measure and mark out wood and plastic |
| Logo design |
| Product design |
| Intended user |
| Designing own nets |
| Links to prior learning |
| Year 7 Curriculum Y7 H&S |
| Assessment |
| Fidget board construction: Assessment linked to learning outcomes. |
| DC2 PROVE IT – I can independently manufacture and assemble a functioning product. |
| Drink Carton packaging design: |
| DC1 PROVE IT – I can make a model of my design ideas taking into consideration research completed |
| Essential Knowledge |
| DESIGN - I can accurately plan and design an idea for functioning product. |
| MAKE - I can manufacture a product using a selection of materials. |
| EVALUATE - I can use feedback from my evaluation to improve and develop my work |
| TECHNICAL KNOWLEDGE - I can explain the characteristics and properties of a variety of materials. |
| DC1 PROVE IT – I can independently manufacture and assemble a functioning product. |
| DESIGN - I can demonstrate the importance of a good logo design. |
| MAKE - I can make a net that resembles my design. |
| EVALUATE - I can use feedback from my evaluation to improve and develop my work |
| TECHNICAL KNOWLEDGE - I can demonstrate my technical knowledge of graphics – paper and board. |
| DC1 PROVE IT – I can make a model of my design ideas taking into consideration research completed. |
| Half Term 4 |
| Knowledge |
| Part A (RJS & LBL) |
| Electronic and mechanical Systems CAD/CAM. |
| Select appropriate methods to evaluate their products in use and modify them to improve performance. |
| How to use simple electronic circuits incorporating inputs and outputs. |
| Understand how more advanced mechanical systems used in their products enable changes in movement and force. |
| Part B (LBT & LBL) |
| Food Provenance |
| The Environment Farming methods – eggs. |
| Dairy industry. |
| Staple foods around the world. |
| Baking methods. |
| Raising agents. |
| Skills / application of knowledge |
| To use the soldering equipment safely and correctly to: |
| Cut and strip wire |
| Apply solder to wire |
| Apply solder to copper tracking |
| To create a working circuit with a selection of components |
| Weighing |
| Measuring |
| Use of hob, grill and oven. |
| 1. Scrambled egg on toast |
| 2. Potato wedges |
| 3. Scones |
| 4. Bread |
| 5. Pizza |
| Links to prior learning |
| Year 7 Curriculum |
| Y7 H&S |
| Y7 Pasta Salad/ Stir Fry – knife skills |
| Y7 EatWell Guide |
| Y7 Growing vegetables |
| Assessment |
| Fidget board systems & control: Assessment linked to learning outcomes. |
| DC1 PROVE IT – I can independently manufacture and assemble a functioning electronic product. |
| Product made from locally resourced produce: |
| DC2 PROVE IT - I can design and make a product demonstrating safe working practice. |
| Essential Knowledge |
| DESIGN - I can accurately plan and design an idea for functioning product. |
| MAKE - I can manufacture a device using a selection of mechanical and electronic systems. |
| EVALUATE - I can use feedback from my evaluation to improve and develop my work |
| TECHNICAL KNOWLEDGE - I can explain the function of a selection of electronic components and mechanical systems. |
| DC2 PROVE IT – I can independently manufacture and assemble a functioning electronic product. |
| DESIGN - I can design a product using my knowledge of the Eatwell guide using locally sourced produce. |
| MAKE - I can produce a product demonstrating safe use of baking methods. |
| EVALUATE - I can use feedback from my evaluation to improve and develop my work. |
| TECHNICAL KNOWLEDGE - I can explain the importance of a balance diet in reference to the Eat Well Guide and apply this knowledge when developing recipes. |
| DC2 PROVE IT - I can design and make a product demonstrating safe working practice. |
| Half Term 5 |
| Knowledge |
| Part A (RJS & LBL) |
| Electronic and mechanical Systems CAD/CAM. |
| Select appropriate methods to evaluate their products in use and modify them to improve performance. |
| How to use simple electronic circuits incorporating inputs and outputs. |
| Understand how more advanced mechanical systems used in their products enable changes in movement and force. |
| Part B (LBT & LBL) |
| Food Provenance |
| The Environment Farming methods – eggs. |
| Dairy industry. |
| Staple foods around the world. |
| Baking methods. |
| Raising agents. |
| Skills / application of knowledge |
| To use the soldering equipment safely and correctly to: |
| Cut and strip wire |
| Apply solder to wire |
| Apply solder to copper tracking |
| To create a working circuit with a selection of components |
| Weighing |
| Measuring |
| Use of hob, grill and oven. |
| 1. Scrambled egg on toast |
| 2. Potato wedges |
| 3. Scones |
| 4. Bread |
| 5. Pizza |
| Links to prior learning |
| Year 7 Curriculum |
| Y7 H&S |
| Y7 Pasta Salad/ Stir Fry – knife skills |
| Y7 EatWell Guide |
| Y7 Growing vegetables |
| Assessment |
| Fidget board systems & control: Assessment linked to learning outcomes. |
| DC1 PROVE IT – I can independently manufacture and assemble a functioning electronic product. |
| Product made from locally resourced produce: |
| DC2 PROVE IT - I can design and make a product demonstrating safe working practice. |
| Essential Knowledge |
| DESIGN - I can accurately plan and design an idea for functioning product. |
| MAKE - I can manufacture a device using a selection of mechanical and electronic systems. |
| EVALUATE - I can use feedback from my evaluation to improve and develop my work |
| TECHNICAL KNOWLEDGE - I can explain the function of a selection of electronic components and mechanical systems. |
| DC2 PROVE IT – I can independently manufacture and assemble a functioning electronic product. |
| DESIGN - I can design a product using my knowledge of the Eatwell guide using locally sourced produce. |
| MAKE - I can produce a product demonstrating safe use of baking methods. |
| EVALUATE - I can use feedback from my evaluation to improve and develop my work. |
| TECHNICAL KNOWLEDGE - I can explain the importance of a balance diet in reference to the Eat Well Guide and apply this knowledge when developing recipes. |
| DC2 PROVE IT - I can design and make a product demonstrating safe working practice. |
| Half Term 6 |
| Knowledge |
| Part A (RJS & LBL) |
| Electronic and mechanical Systems CAD/CAM. |
| Select appropriate methods to evaluate their products in use and modify them to improve performance. |
| How to use simple electronic circuits incorporating inputs and outputs. |
| Understand how more advanced mechanical systems used in their products enable changes in movement and force. |
| Part B (LBT & LBL) |
| Food Provenance |
| The Environment Farming methods – eggs. |
| Dairy industry. |
| Staple foods around the world. |
| Baking methods. |
| Raising agents. |
| Skills / application of knowledge |
| To use the soldering equipment safely and correctly to: |
| Cut and strip wire |
| Apply solder to wire |
| Apply solder to copper tracking |
| To create a working circuit with a selection of components |
| Weighing |
| Measuring |
| Use of hob, grill and oven. |
| 1. Scrambled egg on toast |
| 2. Potato wedges |
| 3. Scones |
| 4. Bread |
| 5. Pizza |
| Links to prior learning |
| Year 7 Curriculum |
| Y7 H&S |
| Y7 Pasta Salad/ Stir Fry – knife skills |
| Y7 EatWell Guide |
| Y7 Growing vegetables |
| Assessment |
| Fidget board systems & control: Assessment linked to learning outcomes. |
| DC1 PROVE IT – I can independently manufacture and assemble a functioning electronic product. |
| Product made from locally resourced produce: |
| DC2 PROVE IT - I can design and make a product demonstrating safe working practice. |
| Essential Knowledge |
| DESIGN - I can accurately plan and design an idea for functioning product. |
| MAKE - I can manufacture a device using a selection of mechanical and electronic systems. |
| EVALUATE - I can use feedback from my evaluation to improve and develop my work |
| TECHNICAL KNOWLEDGE - I can explain the function of a selection of electronic components and mechanical systems. |
| DC2 PROVE IT – I can independently manufacture and assemble a functioning electronic product. |
| DESIGN - I can design a product using my knowledge of the Eatwell guide using locally sourced produce. |
| MAKE - I can produce a product demonstrating safe use of baking methods. |
| EVALUATE - I can use feedback from my evaluation to improve and develop my work. |
| TECHNICAL KNOWLEDGE - I can explain the importance of a balance diet in reference to the Eat Well Guide and apply this knowledge when developing recipes. |
| DC2 PROVE IT - I can design and make a product demonstrating safe working practice. |
| Half Term 1 |
| Knowledge |
| Part A (LBL) |
| D&T – Materials timber, metals, plastics, Smart materials. |
| Match and select suitable materials considering their fitness for purpose. |
| Select appropriately from specialist tools, techniques, processes, equipment and machinery. |
| Make use of specialist equipment to mark out materials |
| Follow procedures for safety and understand the process of risk assessment |
| Use a wider, more complex range of materials and components, taking into account their properties |
| Use a broad range of manufacturing techniques including handcraft skills and machinery to manufacture products precisely |
| Apply a range of finishing techniques, including those from art and design, to a broad range of materials including textiles, metals, polymers and woods. |
| How to classify materials by structure e.g. hard words, soft woods, ferrous and non-ferrous, thermoplastic and thermosetting, Plastics. |
| Part B (LBT) |
| Food choice |
| Adapting recipes for vegetarian/ vegan. |
| Adapting recipes for religious choices. |
| Street Food research and planning. |
| Skills / application of knowledge |
| Developing workshop skills when using a wide variety of tools and equipment. |
| Marking and measuring out using a variety of measuring equipment. |
| Use of hob, grill and oven. |
| 1. Chicken tenders/Chicken fajitas |
| 2. Pasta ragu/Pasta sauce |
| 3. Own choice street food – Design & Make, Burgers, Curry, Empanadas |
| Links to prior learning |
| Year 7 & 8 Curriculum |
| Y7/8 Vegetable knife skills |
| Y8 Pasta ragu, Y7/8 4Cs/ H&S |
| Y7 EatWell Guide |
| Y8 Bread |
| Y8 Scones |
| Assessment |
| DC1 PROVE IT - I can independently manufacture and assemble a functioning product. |
| Own choice street food – Design & Make: DC1 PROVE IT - I can design and make a street food dish demonstrating safe working practice. |
| Essential Knowledge |
| DESIGN - I can communicate design ideas using a range of drawing techniques. |
| MAKE – I can manufacture a range of products using a variety of materials. |
| EVALUATE – I can use feedback from my evaluation to improve and develop my work |
| TECHNICAL KNOWLEDGE - I can explain the characteristics and properties of a variety of materials. |
| DC1 PROVE IT - I can independently manufacture and assemble a functioning product. |
| DESIGN - I can accurately plan, design and adapt a recipe for a street food dish. |
| MAKE - I can make a dish suitable for a street food festival demonstrating food safety awareness. |
| EVALUATE - I can use feedback from my evaluation to improve and develop my work. |
| TECHNICAL KNOWLEDGE - I can explain the importance of adapting recipes for vegetarian/ vegan and for religious choices. |
| DC1 PROVE IT - I can design and make a street food dish demonstrating safe working practice. |
| Half Term 2 |
| Knowledge |
| Part A (LBL) |
| D&T – Materials timber, metals, plastics, Smart materials. |
| Match and select suitable materials considering their fitness for purpose. |
| Select appropriately from specialist tools, techniques, processes, equipment and machinery. |
| Make use of specialist equipment to mark out materials |
| Follow procedures for safety and understand the process of risk assessment |
| Use a wider, more complex range of materials and components, taking into account their properties |
| Use a broad range of manufacturing techniques including handcraft skills and machinery to manufacture products precisely |
| Apply a range of finishing techniques, including those from art and design, to a broad range of materials including textiles, metals, polymers and woods. |
| How to classify materials by structure e.g. hard words, soft woods, ferrous and non-ferrous, thermoplastic and thermosetting, Plastics. |
| Part B (LBT) |
| Food choice |
| Adapting recipes for vegetarian/ vegan. |
| Adapting recipes for religious choices. |
| Street Food research and planning. |
| Skills / application of knowledge |
| Developing workshop skills when using a wide variety of tools and equipment. |
| Marking and measuring out using a variety of measuring equipment. |
| Use of hob, grill and oven. |
| 1. Chicken tenders/Chicken fajitas |
| 2. Pasta ragu/Pasta sauce |
| 3. Own choice street food – Design & Make, Burgers, Curry, Empanadas |
| Links to prior learning |
| Year 7 & 8 Curriculum |
| Y7/8 Vegetable knife skills |
| Y8 Pasta ragu, Y7/8 4Cs/ H&S |
| Y7 EatWell Guide |
| Y8 Bread |
| Y8 Scones |
| Assessment |
| DC1 PROVE IT - I can independently manufacture and assemble a functioning product. |
| Own choice street food – Design & Make: DC1 PROVE IT - I can design and make a street food dish demonstrating safe working practice. |
| Essential Knowledge |
| DESIGN - I can communicate design ideas using a range of drawing techniques. |
| MAKE – I can manufacture a range of products using a variety of materials. |
| EVALUATE – I can use feedback from my evaluation to improve and develop my work |
| TECHNICAL KNOWLEDGE - I can explain the characteristics and properties of a variety of materials. |
| DC1 PROVE IT - I can independently manufacture and assemble a functioning product. |
| DESIGN - I can accurately plan, design and adapt a recipe for a street food dish. |
| MAKE - I can make a dish suitable for a street food festival demonstrating food safety awareness. |
| EVALUATE - I can use feedback from my evaluation to improve and develop my work. |
| TECHNICAL KNOWLEDGE - I can explain the importance of adapting recipes for vegetarian/ vegan and for religious choices. |
| DC1 PROVE IT - I can design and make a street food dish demonstrating safe working practice. |
| Half Term 3 |
| Knowledge |
| Part A (LBL) |
| D&T – Materials timber, metals, plastics, Smart materials. |
| Match and select suitable materials considering their fitness for purpose. |
| Select appropriately from specialist tools, techniques, processes, equipment and machinery. |
| Make use of specialist equipment to mark out materials |
| Follow procedures for safety and understand the process of risk assessment |
| Use a wider, more complex range of materials and components, taking into account their properties |
| Use a broad range of manufacturing techniques including handcraft skills and machinery to manufacture products precisely |
| Apply a range of finishing techniques, including those from art and design, to a broad range of materials including textiles, metals, polymers and woods. |
| How to classify materials by structure e.g. hard words, soft woods, ferrous and non-ferrous, thermoplastic and thermosetting, Plastics. |
| Part B (LBT) |
| Food choice |
| Adapting recipes for vegetarian/ vegan. |
| Adapting recipes for religious choices. |
| Street Food research and planning. |
| Skills / application of knowledge |
| Developing workshop skills when using a wide variety of tools and equipment. |
| Marking and measuring out using a variety of measuring equipment. |
| Use of hob, grill and oven. |
| 1. Chicken tenders/Chicken fajitas |
| 2. Pasta ragu/Pasta sauce |
| 3. Own choice street food – Design & Make, Burgers, Curry, Empanadas |
| Links to prior learning |
| Year 7 & 8 Curriculum |
| Y7/8 Vegetable knife skills |
| Y8 Pasta ragu, Y7/8 4Cs/ H&S |
| Y7 EatWell Guide |
| Y8 Bread |
| Y8 Scones |
| Assessment |
| DC1 PROVE IT - I can independently manufacture and assemble a functioning product. |
| Own choice street food – Design & Make: DC1 PROVE IT - I can design and make a street food dish demonstrating safe working practice. |
| Essential Knowledge |
| DESIGN - I can communicate design ideas using a range of drawing techniques. |
| MAKE – I can manufacture a range of products using a variety of materials. |
| EVALUATE – I can use feedback from my evaluation to improve and develop my work |
| TECHNICAL KNOWLEDGE - I can explain the characteristics and properties of a variety of materials. |
| DC1 PROVE IT - I can independently manufacture and assemble a functioning product. |
| DESIGN - I can accurately plan, design and adapt a recipe for a street food dish. |
| MAKE - I can make a dish suitable for a street food festival demonstrating food safety awareness. |
| EVALUATE - I can use feedback from my evaluation to improve and develop my work. |
| TECHNICAL KNOWLEDGE - I can explain the importance of adapting recipes for vegetarian/ vegan and for religious choices. |
| DC1 PROVE IT - I can design and make a street food dish demonstrating safe working practice. |
| Half Term 4 |
| Knowledge |
| Part A (LBL) |
| Electronic and mechanical Systems CAD/CAM. |
| How more advanced electrical and electronic systems can be powered and used in their products. |
| How to use simple electronic circuits incorporating inputs and outputs. |
| How to apply computing and use electronics to embed intelligence in products that respond to inputs. |
| Make use of sensors to detect heat, light, sound and movement such as thermistors and light dependant resistors. |
| Part B (LBT) |
| Graphics - Papers & boards |
| Packaging for variety of food served at festivals and events/ cultural food packaging? |
| Understanding food packaging |
| Types of papers – stock size |
| Skills / application of knowledge |
| To use the soldering equipment safely and correctly to: |
| Apply solder to copper tracking. |
| To select components to create a working circuit. |
| To create circuits using prototype boards. |
| Application of graphic design skills for a poster, menu, food packaging and merchandise. |
| Links to prior learning |
| Year 7 & 8 Curriculum |
| Assessment |
| DC2 PROVE IT - I can independently manufacture and assemble a functioning electronic product. |
| Street food packaging – Design & Make: DC1 PROVE IT - I can use paper and board to design and construct a range of products. |
| Essential Knowledge |
| DESIGN - I can use circuit symbols to create circuit diagrams. |
| MAKE – I can manufacture a device using a selection of electronic components. |
| EVALUATE – I can use feedback from my evaluation to improve and develop my work |
| TECHNICAL KNOWLEDGE - I can explain the function of a variety of electronic components. |
| DC2 PROVE IT - I can independently manufacture and assemble a functioning electronic product. |
| DESIGN - I can a range of paper and board products. |
| MAKE - I can construct a range of products from paper and board. |
| EVALUATE - I can use feedback from my evaluation to improve and develop my work. |
| TECHNICAL KNOWLEDGE - I can demonstrate my technical knowledge of graphics – paper and board. |
| DC1 PROVE IT - I can use paper and board to design and construct a range of products. |
| Half Term 5 |
| Knowledge |
| Part A (LBL) |
| Electronic and mechanical Systems CAD/CAM. |
| How more advanced electrical and electronic systems can be powered and used in their products. |
| How to use simple electronic circuits incorporating inputs and outputs. |
| How to apply computing and use electronics to embed intelligence in products that respond to inputs. |
| Make use of sensors to detect heat, light, sound and movement such as thermistors and light dependant resistors. |
| Part B (LBT) |
| Graphics - Papers & boards |
| Packaging for variety of food served at festivals and events/ cultural food packaging? |
| Understanding food packaging |
| Types of papers – stock size |
| Skills / application of knowledge |
| To use the soldering equipment safely and correctly to: |
| Apply solder to copper tracking. |
| To select components to create a working circuit. |
| To create circuits using prototype boards. |
| Application of graphic design skills for a poster, menu, food packaging and merchandise. |
| Links to prior learning |
| Year 7 & 8 Curriculum |
| Assessment |
| DC2 PROVE IT - I can independently manufacture and assemble a functioning electronic product. |
| Street food packaging – Design & Make: DC1 PROVE IT - I can use paper and board to design and construct a range of products. |
| Essential Knowledge |
| DESIGN - I can use circuit symbols to create circuit diagrams. |
| MAKE – I can manufacture a device using a selection of electronic components. |
| EVALUATE – I can use feedback from my evaluation to improve and develop my work |
| TECHNICAL KNOWLEDGE - I can explain the function of a variety of electronic components. |
| DC2 PROVE IT - I can independently manufacture and assemble a functioning electronic product. |
| DESIGN - I can a range of paper and board products. |
| MAKE - I can construct a range of products from paper and board. |
| EVALUATE - I can use feedback from my evaluation to improve and develop my work. |
| TECHNICAL KNOWLEDGE - I can demonstrate my technical knowledge of graphics – paper and board. |
| DC1 PROVE IT - I can use paper and board to design and construct a range of products. |
| Half Term 6 |
| Knowledge |
| Part A (LBL) |
| Electronic and mechanical Systems CAD/CAM. |
| How more advanced electrical and electronic systems can be powered and used in their products. |
| How to use simple electronic circuits incorporating inputs and outputs. |
| How to apply computing and use electronics to embed intelligence in products that respond to inputs. |
| Make use of sensors to detect heat, light, sound and movement such as thermistors and light dependant resistors. |
| Part B (LBT) |
| Graphics - Papers & boards |
| Packaging for variety of food served at festivals and events/ cultural food packaging? |
| Understanding food packaging |
| Types of papers – stock size |
| Skills / application of knowledge |
| To use the soldering equipment safely and correctly to: |
| Apply solder to copper tracking. |
| To select components to create a working circuit. |
| To create circuits using prototype boards. |
| Application of graphic design skills for a poster, menu, food packaging and merchandise. |
| Links to prior learning |
| Year 7 & 8 Curriculum |
| Assessment |
| DC2 PROVE IT - I can independently manufacture and assemble a functioning electronic product. |
| Street food packaging – Design & Make: DC1 PROVE IT - I can use paper and board to design and construct a range of products. |
| Essential Knowledge |
| DESIGN - I can use circuit symbols to create circuit diagrams. |
| MAKE – I can manufacture a device using a selection of electronic components. |
| EVALUATE – I can use feedback from my evaluation to improve and develop my work |
| TECHNICAL KNOWLEDGE - I can explain the function of a variety of electronic components. |
| DC2 PROVE IT - I can independently manufacture and assemble a functioning electronic product. |
| DESIGN - I can a range of paper and board products. |
| MAKE - I can construct a range of products from paper and board. |
| EVALUATE - I can use feedback from my evaluation to improve and develop my work. |
| TECHNICAL KNOWLEDGE - I can demonstrate my technical knowledge of graphics – paper and board. |
| DC1 PROVE IT - I can use paper and board to design and construct a range of products. |
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