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Intent Statement

The Technology Department is dedicated to creating and delivering a curriculum which develops learning in the acquisition of knowledge and skills whilst developing the St Paul’s core values in our lessons. Using creativity and imagination, students design and make products that solve real and relevant problems within a variety of contexts, considering their own and other’s needs, wants and values.

At the heart of the curriculum is the desire to deliver a broad variety of lessons which prepare students to be successful in the subject and their wider lives. Our aim is for pupils to know more, remember more and understand more.

Design Technology is a fundamental subject, which educates students in how to analyse and solve problems, produce high quality solutions and learn how to convert their ideas into working products.

At the heart of the curriculum we intend to design a curriculum with appropriate subject knowledge, skills and understanding as set out in the National Curriculum Design Technology Programmes of study, to fulfil the duties of the NC whereby schools must provide a balanced and broadly-based curriculum which promotes the spiritual, moral, cultural, mental and physical development of pupils and prepares them for the opportunities and responsibilities and experiences for later life.

The curriculum has been designed in KS3 as a 3-year rotation to build on prior knowledge and to enjoy more complex projects as they proceed through the curriculum. These skills can they be transferred to GCSE and beyond. This curriculum allows Technology to support the core values of the school by addressing environmental issues, social and cultural issues in the projects that students study.

At KS4, the curriculum has been designed to give all learners a chance to embed ‘cyclic’ learning through mini projects or specific topics where you can repeat/build on and improve certain core skills in theory and practical lessons.

Every project sequence of lessons uses an iterative approach to learn from our mistakes, apply theory and develop small prototypes

The curriculum designed to maximise students’ long-term retention and ability to transfer ideas.

The Catholic ethos at St Paul’s is evident in Technology with Psalm 90:17 “Let the favour of the Lord our God be upon us, and establish the work of our hands upon us, yes, establish the work of our hands!” This is evident in all the lessons that are planned around designing and developing creative, technical expertise, make high-quality prototypes and products, evaluate and test their ideas and products and the work of others and understand and apply the principles of nutrition and learn how to cook.

Explore the Technology Learning Journey


Child Development Level 1 & 2

GCSE EXAM BOARD:  OCR Level 1/2 Cambridge National Certificate

Mrs Walters (Head of Department)

Food and Nutrition

GCSE EXAM BOARD:  Eduqas (Part of WJEC)

Mrs Mawn (Progress Leader)

Course Outline

Unit 1 – Health and Wellbeing

This unit is studying and understanding roles and responsibilities that come with parenthood, from pregnancy to birth. You will also study postnatal care and how to create the correct conditions for the baby to develop and thrive, which will lead to learning how to keep a baby safe and well. You will learn about childhood illnesses and how to prevent harm, accidents and injuries.

Unit 2

Students will gain knowledge of the equipment needs of babies and young children and an understanding of the factors to be considered when choosing appropriate equipment to meet all of these needs. They will also gain knowledge of nutrition and hygiene practices and will be given the opportunity to evaluate dietary choices. Evaluation skills are transferable skills which would be of use in further studies in most areas.

Unit 3 – Development of a child from birth to 5 years

Students will gain knowledge of, and skills in, developing activities to observe development norms in children up to the age of five. This unit will include researching, planning, carrying out activities with children and observing and reviewing these activities, as well as an understanding of the development norms and the benefits of play in child development. These transferable skills will support further studies in many other subjects.

Course Outline

The WJEC Eduqas GCSE in Food Preparation and Nutrition will equip learners with the knowledge, understanding and skills required to cook and apply the principles of food science, nutrition and healthy eating.

Following this qualification will encourage learners to cook and enable them to make informed decisions about food and nutrition. This will enable them to be able to feed themselves and others affordably and nutritiously, now and in later life.

The layout of the content promotes flexibility within delivery:

1. Food, commodities

2. Principles of nutrition

3. Diet and good health

4. The science of food

5. Where food comes from

6. Cooking and food preparation


This qualification is 120 Guided Learning Hours, and is equivalent to a GCSE in both size and in rigour. It consists of three units: one examined and two internally assessed and externally moderated, comprising 50% for the exam and 25% for the other two units.

Like all Cambridge Nationals, there are two exam sessions a year, with opportunities for resits and the best mark counts.


Component 1: Principles of food preparation and nutrition
Written examination paper: 50%

Component 2: Food preparation and nutrition in action
Non-examination assessment (NEA): 50%

ALL NEAs to be completed in Year 11.

Higher Education Courses/Careers

GCE Health and social care. CACHE Level 3 Diploma for Children’s Care, Learning and Development BTEC Nationals: Children’s Play, Learning and Development.

Careers where this course may be useful are youth and community work, the charity sector, social work and teaching.

* All qualifications are subject to change following consideration of any new specifications.

Higher Education Courses/Careers

This specification builds on subject content which is typically taught at Key Stage 3 and provides a suitable foundation for the study of WJEC Level 3 Food, Science and Nutrition, and other food-related courses at either AS or A Level. In addition, this specification provides a coherent, satisfying and worthwhile course of study for learners who do not progress to further study in this subject.

* All qualifications are subject to change following publication of Key Stage 4 National Curriculum





Ms Kinsley
Mr Oliver


Course Outline


Design and Technology (D&T) is the inspiring, rigorous and practical subject which prepares all young people to live and work in the designed and made world. Design and Technology is about providing opportunities for students to develop their design and making skills with knowledge and understanding in order to create quality products.

The GCSE specifications in design and technology should enable students to understand and apply design processes through which they explore, create and evaluate a range of outcomes. They should enable students to use creativity and imagination to design and make prototypes (together with evidence of modelling to develop and product concept and function) that solve real and relevant problems, considering their own and others’ needs, wants and values. GCSE specifications should also provide opportunities for students to apply knowledge from other disciplines, including mathematics, science, art and design, computing and the humanities.

The knowledge, understanding and skills that all students must develop have been separated into: • Technical principles • Designing and making principles Specifications must require students to produce at least one final made prototype based on a design brief they develop in response to a contextual challenge set by Awarding Organisations. When completing their project students will apply designing and making principles and their knowledge and understanding of technical principles.


Unit 1 External Examination The exam is in two sections and will test knowledge of materials and processes June of Year 11 – 50% of final mark

Unit 2 Internal ‘controlled assessment’ Designing and making practice From the end of Year 10 – 50% of final mark

Higher Education Courses/Careers

A-Level in various design subjects

BTec Diploma in Engineering, Product Design or Construction .

Design & Technology can be studied at University in many forms.

Careers where this course may be useful are wide and cover all areas of design, engineering and construction.

* All qualifications are subject to change following consideration of any new specifications.


Reading List


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