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Technology

Intent Statement

Exodus 35:35

‘The lord has filled us with skill to carry out all the crafts of engraver, weaver and designer’ 

We all have God given talents that we can foster and nurture knowing God is by our side. God will provide us with solutions for every situation in life, because we know that Gods word is living and active and he will be by our side as develop our skills and crafts.

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.

Explore the Technology Learning Journey

 

Child Development Level 1 & 2

HEAD OF DEPARTMENT:  Mrs Walters
GCSE EXAM BOARD:  OCR Level 1/2 Cambridge National Certificate
TEACHERS:

Mrs Walters (Head of Department)
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.

Assessment

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.

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.

Food and Cookery

HEAD OF DEPARTMENT:  Mrs Walters
GCSE EXAM BOARD: NCFE Level 2
TEACHERS:

Mrs Mawn (Progress Leader)
Course Outline

This qualification aims to:
• focus on the study of food and cookery • offer breadth and depth of study, incorporating a key core of knowledge
• provide opportunities to acquire a range of practical and technical skills
The objectives of this qualification are to:
• provide an understanding of health and safety relating to food, nutrition and the cooking environment
• provide an understanding of legislation in the food industry • identify and understand food provenance
• provide an understanding of the main food groups, key nutrients and what is required as part of a balanced diet
• identify factors that can affect food choice • explore recipe development and how recipes can be adapted
• understand how to cater for people with specific dietary requirements
• demonstrate menu and action planning • be able to evaluate and consider how to improve completed dishes
• demonstrate the application of practical skills and techniques through all aspects of the qualification content areas
Support handbook to be awarded this qualification, learners are required to successfully demonstrate the knowledge and skills to meet the requirements of all 7 mandatory content areas.

 

Assessment

The qualification has 2 assessments externally-set by NCFE: one non-exam assessment and one written examined assessment. Only one attempt at each assessment is permitted.

Higher Education Courses/Careers

Learners who achieve at level 2 might consider progression to level 3 qualifications post-16, such as:
• Level 3 Certificate/Diploma in Food Science and Nutrition
• Level 3 Technical Levels including T Level programmes (this will support progression to employment and higher education)
Learners could progress into employment or onto an apprenticeship. The understanding and skills gained through this qualification could be useful to progress onto an apprenticeship in the food industry through a variety of occupations that are available within the sector, such as kitchen assistant, catering assistant, chef and sous chef.

Reading List

Technology

HEAD OF DEPARTMENT:  Mrs Walters
GCSE EXAM BOARD:  AQA
TEACHERS:

Mr Fowler
Ms Cowell
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.

Assessment

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.

Design Tech Options

Child Development Options

Food & Cookery Options

KS3 Technology

KS3 Food Cycle