At key stage 3 students will study Design and Technology. These lessons will allow students to combine practical, theoretical and technological skills with creative thinking to design and make products from a range of materials and ingredients.

Students will do a variety of creative and practical activities, individually and in groups, that begin to build up the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They will work in a range of contexts including engineering, manufacturing, construction, food, and fashion.

Students will use research and exploration to identify and solve their own design problems and understand how to reformulate problems given to them. They will develop specifications to generate creative ideas and avoid stereotypical responses.

Pupils will learn how to select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer aided manufacture. They will select from and use a wide range of materials, components and ingredients including papers and boards, natural and manufactured timber ferrous and non-ferrous metals, thermo and thermosetting polymers, natural, synthetic, blended and mixed fibres, and woven, non-woven and knitted textiles.

They will learn to understand and apply the principles of nutrition and health and to cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet. They will start to become competent in a range of cooking techniques and begin to understand the source, seasonality and characteristics of a broad range of ingredients.

Students may wish to take their knowledge further into key stage 4 by opting for Design and Technology and/or Food Preparation and Nutrition as a GCSE or Child Development as a Cambridge National Certificate.

Child Development Cambridge National Certificate

Exam Board and qualification:

OCR Cambridge National Certificate Level 1/2: Child Development J818.

The qualification is recognised by Ofqual, DfE and by 16-19 providers as a progression to A Level, Further Education or on to an apprenticeship or work.

Course description:

The course has been designed to fit into the curriculum and form a key part a student’s Progress 8 and Attainment 8 approved subjects.

The course has practical task-based assessment opportunities, as well as an examined unit.

It consists of three units, RO18, RO19 and RO20: one examined and two internally assessed and externally moderated, comprising 50% for the exam and 25% for the other two units

All candidates sit the same exam paper there are no foundation and higher tiers.

Unit R018 Health and well-being for child development

Worth 50% of the final grade.

Written paper OCR-set and marked 1 hour and 15 minutes

The first unit underpins all of the other learning in this qualification. All students will learn the essential knowledge and understanding for child development, covering reproduction, parental responsibility, antenatal care, birth, postnatal checks, care, conditions for development, childhood illnesses and child safety. Knowledge gained would be of use for further studies in PHSE, Biology and other Child Development qualifications.

Unit R019: Understand the equipment and nutritional needs of children from birth to five years’

Worth 25% of the final grade.

Centre assessed tasks with practical task-based assessment opportunities that are externally moderated.

In this second unit 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 R020: Understand the development of a child from birth to five years’

Worth 25% of the final grade.

Centre assessed tasks with practical task-based assessment opportunities that are externally moderated.

In this third unit 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.

Design and Technology GCSE

Exam Board and qualification:

OCR GCSE (9-1) Design and Technology J310 A

Course description:

This qualification will give learners an opportunity to engage with creativity and innovation and understand how they can be enhanced by the application of knowledge from other disciplines across the curriculum such as mathematics, science, art and design, computing and humanities as well as the practical and technical knowledge and understanding they will learn from Design and Technology.

Design and Technology is a subject that brings learning to life, requiring learners to apply their learning to real-life situations. This qualification aims to relate authentic real-world awareness of iterative design practices and strategies used by the creative, engineering and manufacturing industries. Learners will be required to use critical thinking leading towards invention and design innovation, to design and make prototypes that solve real and relevant problems, considering their own and others’ needs, wants and values.

It consists of two parts 01 and 02: one examined and one internally assessed and externally moderated, comprising 50% each.

All candidates sit the same exam paper there are no foundation and higher tiers.

Principles of Design and Technology (01) Worth 50% of the final grade.

Written and drawn paper OCR-set and marked 2 hours

The paper is split into two sections. Section A (55 marks) and Section B (45 marks). Both sections will have a mixture of different levels of questions including one extended response question.

Section A of the paper consists of three sets of wider questions that predominantly require learners to demonstrate their ‘core’ knowledge however there may be some questions that rely on learners to draw on their ‘in-depth’ toolkit of knowledge.

Section B of the paper will predominantly assess ‘in-depth’ knowledge. Learners will be able to choose a product within a situational context in order to demonstrate their deeper understanding of materials and/or systems and the developments and manufacture of prototypes and products in relation to their main area of learning. A minimum of 15% of the paper will assess learner’s mathematical skills as applied within a Design and Technology context. Use of calculators is allowed.

Iterative design challenge (02) non-exam assessment Worth 50% of the final grade.

The ‘Iterative Design Challenge’ requires students to design and make prototypes through iterations of exploring, creating and evaluating that constantly respond to stakeholder needs, wants and interests.

Students will develop a design brief in response to their chosen contextual challenge set by OCR. They will then generate and develop initial ideas by experimentation of processes and techniques through modelling and testing. They will use digital design and manufacture throughout the development of the final design solution and possibly while making the final prototype. They will present their final design solution through technical specification that outlines how the final design solution meets the stakeholder requirements and will support accurate production. To finish they will make their final prototype and analyse its success and validity.

Food Preparation and Nutrition GCSE

Exam Board and qualification:

OCR GCSE (9-1): Food Preparation and Nutrition J309

Course description:

The course has been designed to allow students to develop an interest in the creative aspects and enjoyment of food. They will develop confidence in using the high level skills necessary in food preparation and cooking. The course will encourage them to make connections between theory and practice so that they are able to apply their understanding of food and nutrition and food science to practical cooking. It will give them the opportunity to develop an informed approach that will help them to evaluate choices and decisions about their own diet and health.

It consists of three units: one examined and two internally assessed and externally moderated, comprising 50% for the exam and 15% and 35% for the other two units

All candidates sit the same exam paper there are no foundation and higher tiers.

Unit 01 Food Preparation and Nutrition Worth 50% of the final grade.

Written paper OCR-set and marked 1 hour and 30 minutes

It consists of ten compulsory questions including structured and free response questions, some questions that include stimulus material and some questions requiring a concise summary or synopsis.

Food Investigation Task (02 or 03) Non-examined assessment Worth 15% of the final grade.

This centre assessed task is externally moderated. It assesses the scientific principles underlying the preparation and cooking of food.

Learners are required through practical experimentation to investigate and evaluate an understanding of the working characteristics, functional and chemical properties of ingredients and use the findings of that investigation to achieve a particular result with respect to the preparation and cooking of food. The students will complete a report that explains the findings of their investigation and how these have been applied to achieve the relevant result. They will also need to provide photographs and/or visual recordings that support the investigation.

The task that OCR sets will be communicated to centres on 1st September in the academic year in which the assessment is to be taken.

Food Preparation Task (04 or 05) Non-examined assessment Worth 35% of the final grade.

This centre assessed task is externally moderated. It assesses the planning, preparation, cooking and presentation of food.

The students are required to prepare, cook and present three dishes within a single period of no more than three hours and plan, in advance, how this will be achieved. The students will complete written evidence of how they have planned, executed and evaluated the preparation, cooking and presentation of the three dishes within that three hour period and provide photographs that demonstrate their application of technical skills and the quality of the final dishes.

OCR will communicate the task set for the Food Preparation Task to centres on 1st November in the academic year in which the assessment is to be taken.

Resistant Materials GCSE

Exam Board:

OCR GCSE (A*-G) in Design and Technology: Resistant Materials J306

Course description:

In Resistant Materials you will combine practical and technological skills with creative thinking to design and make products in workshops and design suites. You will use a wide variety of processes ranging from traditional hand skills to modern industry standard Computer Aided Design and Manufacture facilities.

It consists of three units, Unit 1, Unit 3 and Unit 5: one examined and two internally assessed and externally moderated, comprising 40% for the exam and 30% for the other two units.

All candidates sit the same exam paper there are no foundation and higher tiers.

Unit 1 -Introduction to designing and making: Worth 30% of the final grade

Controlled assessment coursework unit internally marked and externally moderated.

The students investigate, model and make a product of their own design from any suitable resistant materials then evaluate the processes they used.

Unit 3 -Making quality products: Worth 30% of the final grade.

Controlled assessment coursework unit internally marked and externally moderated.

The students design a product to fulfil a need of their own choosing then make it from any suitable resistant materials and evaluate its success.

Unit 5 -Technical aspects of designing and making Worth 40% of the final grade.

1 hour 30 minutes written paper sat in May-June

Section A consists of 15 short answer questions and one question which may involve sketching, annotation, short sentences and extended writing. This section will focus on sustainability, product analysis and design.

Section B consists of three questions which may involve sketching, annotation, short sentences and extended writing. This section will focus on the technical aspects of working with materials, tools and equipment and design of products.

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