Design and Technology National Curriculum Rationale
The Design and Technology curriculum at Priestley Smith is based around the pupils’ need to develop independent living skills including the ability to cook nutritious, economical meals for themselves and their families.
For visually impaired pupils, skills and organisation, including for some, spatial awareness, are the two key components that need to be developed to enable independence in this area. The curriculum is structured so that pupils can achieve competence and confidence (and to give confidence to their parents too,) with appropriate skills explicitly taught, for this vital life skill.
Due to the individual needs and range of experiences of our pupils the curriculum encompasses learning and skills from Key Stage 1 through to Key Stage 3.
The D and T work principally involves building an appropriate skills set including
- Safe and confident knife skills
- Safe and confident use of the hob and oven
- Knowledge of safe food storage and handling
- Effective cleaning techniques to maintain good hygiene
- Knowledge, understanding and application of principles of healthy eating
- Knowledge of cooking economically including seasonality
- Knowledge of a variety of ingredients and alternatives to make food preparation easier e.g. frozen chopped vegetables
The schemes of work also include many of the ‘designing’ aspects of the current curriculum such as working to specifications and industrial food production though this is only to cover the orders rather then to provide practical skills for the majority of our pupils. All pupils enjoy learning through practical activities such as cooking and taste testing.
Some aspects of the Design Technology National Curriculum are covered in other subject areas. These include working with materials other than food ingredients such as construction materials in art, which lends itself easily to design and technology, due to the tactile nature of the programmes of study and looking at systems and control in science.
An aspect of the curriculumwe are seeking to develop further is the recurring theme of mechanisms, deliveredthrough the Science topics of movement and force. We will continue to look for ways to incorporate this into the Science/Design and Technology schemes of work in ways that enable pupils to learn through hands-on experiential activities.
Through the current schemes of work we are able to develop literacy skills by reading recipes, numeracy skills by reading numbers, weighing and measuring, scientific principles such as heat transfer and microbiology, knowledge of other cultures through recipe choice and providing alternative ingredients such as vegetarian or halal products and sometimes we even try to think of the French names for some of the ingredients!
Adopting the New National Curriculum in Design and Technology
Due to the individual needs and range of experiences of our pupils the Secondary curriculum encompasses learning and skills from Key Stage 1 through to Key Stage 3.
Pupils will work at skill levels appropriate to their current ability rather than according to chronological age.
Key Stage 1Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment].
Learning Outcomes / How LO’s may be met
Design
Design purposeful, functional appealing products for themselves and other users based on design crieteria / Year 9 / unit 5
generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology / Pupils sometimes ask to change recipes for cultural or social reasons so new ideas are developed
Make
select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing] / Yrs 7/8/9
select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics / Yrs 7/8/9(‘Textiles’ and construction materials such as ‘Modroc’ covered in art)
Evaluate
explore and evaluate a range of existing products / Unit 2 / Year 9
evaluate their ideas and products against design criteria / Unit 2 /Year 9
Technical Knowledge
build structures, exploring how they can be made stronger, stiffer and more stable / Use of particular flours to make a baked structure stronger (years 9, 10, 11).
Other opportunities to make structures stiffer with card or PVA, for example, in art.
explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products. / Joint Science/Design and Technology based project.
Key stage 2
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home, school, leisure, culture, enterprise, industry and the wider environment].
Design
use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups / Units 2 & 5 Yr 9 and some research and development of own ideas at Key Stage 4
generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design / Some development of ideas predominantly through discussion eg, changing an ingredient or basic flavour of a dish. Limited use of diagrammatic communication as so difficult for many of our learners and no use of CAD as no equipment available.
Make
select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately / Yrs 7/8/9
select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities / Not sure what is meant by ‘wider range’ compared to ‘wide range’ in KS1 but pupils definitely come across ingredients that are new to them and continue to do so throughout KS 3, 4 and 5
Evaluate
investigate and analyse a range of existing products / Throughout years 7/8/9
evaluate their ideas and products against their own design criteria and consider the views of others to improve their work / Some verbal discussion and evaluation in Year 9, written evaluations throughout KS4
understand how key events and individuals in design and technology have helped shape the world / Some discussion of pasteurisation in Food Handling module year 9. Discussion of how Quorn is produced and other alternative foods, when appropriate
Technical knowledge
apply their understanding of how to strengthen, stiffen and reinforce more complex structures / Some discussion of why you would choose certain types of flour for different products to aid structure when baked in years 10 and 11
understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages] / Joint Science/Design and Technology based project.
understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors] / Covered in science, years 7 & 9
apply their understanding of computing to program, monitor and control their products. / Year 7 onwards in music – using computers to construct songs
Key stage 3
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of domestic and local contexts [for example, the home, health, leisure and culture], and industrial contexts [for example, engineering, manufacturing, construction, food, energy, agriculture (including horticulture) and fashion].
Design
use research and exploration, such as the study of different cultures, to identify and understand user needs / Years 7/8/9 many multi cultural dishes produced and different dietary requirements discussed and met
identify and solve their own design problems and understand how to reformulate problems given to them / Discussion of changing ingredients to meet individual preferences throughout KS 3, 4 & 5
develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations / Unit 2 / year 9 briefly covers designing to a specification
use a variety of approaches [for example, biomimicry and user-centred design], to generate creative ideas and avoid stereotypical / Not always; pupils make things that they like so are often ‘stereotypical’ responses. Little value in asking them to pay for ingredients tomake things they would not like / eat however, we continually explore new products
develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools / Virtually inaccessible by majority of our pupils even if we had CAD equipment available. Where appropriate we use sketches, photographs, clip art and tactile diagrams
Make
select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture / Choice of equipment and tools to suit individual preferences through food technology; access to CAM is currently very limited for VI pupils and we will continue to review any developments which might make it possible area of study in the future.
select from and use a wider, more complex range of materials, components and ingredients, taking into account their properties / Pupils continually experience new ingredients which were previously unfamiliar to them
Evaluate
analyse the work of past and present professionals and others to develop and broaden their understanding / Discussion of recipes from different chefs or relevant TV programmes for cookery ideas to develop skills and knowledge
investigate new and emerging technologies / Whenever relevant
test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups / Some evaluation of products in KS4 but rarely refined and never tested against specification as not relevant to cooking for self and family other than ‘do I like it?’!
understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists / Discussion of environmental impact of importing food, using foods in/out of season, processed and ‘fast’ food throughout KS3/4 & 5
Technical knowledge
understand and use the properties of materials and the performance of structural elements to achieve functioning solutions / Knowledge of function of ingredients developed through discussion throughout KS 3/4/5 with particular relevance to accurate weighing and measuring when baking.
understand how more advanced mechanical systems used in their products enable changes in movement and force / In science, top year 9 students, i.e. Level 6 & 7
Cooking and nutrition
As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.
Key stage 1
use the basic principles of a healthy and varied diet to prepare dishes / Years 7 - 13
understand where food comes from / Years 7 - 13
Key stage 2
understand and apply the principles of a healthy and varied diet / Years 7 - 13
prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques / Years 7 -13
understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed. / Years 7 - 13
Key Stage 3
understand and apply the principles of nutrition and health / Years 7 -13
cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet / Years 7 -13
become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes] / Years 7 -13 but limited with using own recipes, though opportunities are presented especially during year 11.
understand the source, seasonality and characteristics of a broad range of ingredients. / Years 7 -13
Key
Pink = topic covered in a different subject area, as noted.
Priestley Smith School
National Curriculum Design and Technology Skills Continuum
Learning Outcome 1 – Design 1Key Stage / NC Programme of Study Learning Outcomes / How it is met
1 /
- design purposeful, functional, appealing products for themselves and other users based on design criteria
- generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology
- They are encouraged to discuss adaptations to basic recipes which show the preferences of themselves and their families.
- They are encouraged to discuss adaptations to recipes to reflect the consideration of seasonal ingredients
- They are encouraged to discuss adaptations to recipes to take into consideration budget constraints / cooking economically.
- They are encouraged to consider the dietary needs and preferences of different groups of people.
2 /
- use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups
- generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design
3 /
- use research and exploration, such as the study of different cultures, to identify and understand user needs
- identify and solve their own design problems and understand how to reformulate problems given to them
- develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations
- use a variety of approaches [for example, biomimicry and user-centred design], to generate creative ideas and avoid stereotypical responses
- develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools
Learning Outcome 2 – Make 1
Key Stage / NC Programme of Study Learning Outcomes / How it is met
1 / Select from and use a range of tools and equipment to perform practical tasks / All pupils taught to use a sharp knife with the bridge hold initially though other equipment to aid access is always available, not restricted to a specific age group eg, box chopper, Kenwood mixer. Aim is for all pupils to find easiest way to complete a given task independently.
(No CAM equipment currently available)
2 / Select from and use a wider range of tools and equipment to perform practical tasks accurately
3 / Select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer aided manufacture
Learning Outcome 2 – Make 2
Key Stage / NC Programme of Study Learning Outcomes / How it is met
1 / Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics / Ingredients are provided for each recipe with some choice where appropriate eg, choice to add cocoa or lemon to a cake or use herbs or spices in a savoury dish. The aim across all year groups is for pupils to experience a wide variety of ingredients, many of which are new to them. Different forms of ingredients are sometimes provided such as frozen chopped vegetables where this is more appropriate to the abilities of a particular pupil. Where possible pupils are encouraged to try new ingredients and to develop competence with fresh ingredients so that they can cook economically and seasonally.
2 / Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities
3 / Select from and use a wider, more complex range of materials, components and ingredients, taking into account their properties
Learning Outcome 3 – Evaluate 1
Key Stage / NC Programme of Study Learning Outcomes / How it is met
1 / Explore and evaluate a range of existing products / During years 8 and 9, some opportunities arise for taste testing and evaluation of existing products. Unit 2 in Year 9 is aimed at developing this skill by looking at bread products.
2 / Investigate and analyse a range of existing products
3 / Analyse the work of past and present professionals to develop and broaden their understanding / We often discuss the recipes of different chefs, especially those currently on TV and sometimes use the recipes we have seen.
Learning Outcome 3 – Evaluate 2
Key Stage / NC Programme of Study Learning Outcomes / How it is met
1 / Evaluate their ideas and products against design criteria / Rarely evaluate against design criteria as this is not relevant to our pupils’ cooking. They are only interested in whether they (and sometimes their families) like what they have cooked. Giving an opinion other than nice/nasty and considering other peoples’ views is especially difficult for those pupils with ASD and therefore of very limited value to spend time on.
2 / Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work
3 / Investigate new and emerging technologies / We mostly discuss how new and emerging technologies are generally bad for healthy eating but always look for new pieces of equipment that might be useful to help an individual work independently.