We intend to teach our students that Design and Technology is the relevant subject for the 21^st Century.  It provides the scope for innovation and creativity in one subject. 

Design teaches students the creativity they need to stand out from the crowd and Technology teaches the innovation to make technological advances to keep students on the cutting edge of engineering and manufacturing, which will eventually help to drive the country forward in a 21^st Century technological and industrial revolution.

All of our schemes of learning are intended to equip students with the relevant and transferable skills to produce high quality outcomes in their practical work. 

At Key Stage 4 we study vocational engineering which can lead to a wide range of creative and practical careers, from apprenticeships through to studying for a degree – over 86% of engineering-related graduates find employment within the sector. 

At Chaucer School, we are looking to develop our links with industry in order to maximise all students’ life chances and improve aspirations.

We intend to teach our students that their creativity is valuable and that the ability to create can be learned. We intend to teach or students that what they see and hear in the world all around them has been created by designers who used skills and understanding that they can have access to. All our individual schemes of learning are intended to expose students to a wealth of examples of design and self-expression, which they are guided to explore, appreciate, and understand. Across both key stages it is our intention that students gain cultural capital and that, more importantly, they are given the skills and knowledge to become participants in the world of creativity.

In Product Design students learn how to cut, shape and join different materials and components using a variety of hand, machine and CAM tools, to make functional products. They follow the design process to develop an understanding of the properties of the materials they are working with, and what influences their designs. Students rotate between specialist teachers, and typically spend 8-9 weeks in each specialism within Design Technology.

Year 7

In Year 7 students work with MFD to make a Pull-Along Toy. This will often be their first experience with hand tools, and is also a good opportunity to use most of the machines in the workshop. The students will complete health and safety training with the most commonly used hand and machine tools, and learn about how to finish MDF to the highest standard. Through their design work they will look at problem solving to meet a design brief, creating a specification and designing ideas, often based on a single source of inspiration that they independently research. The design process is followed throughout with students evaluating and refining their designs to make a final product. They evaluate the product to decide how successful they have been and make recommendation for further improvement. The year 7 product design course promotes resilience, encouraging students to think through problems and correct errors rather than giving up and starting again. The course also encourages confidence with students stepping outside their comfort zones to use machine and hand tools

Year 8

In Year 8 students create a keyring or bag tag from a design brief and for the first time design for an unknown client based on strict criteria. Students research different design movements and use these as inspiration for designing their own unique key ring or bag tag. They also use CAD and CAM for the first time, designing a mould for their keyring/bag tag in the 2d design programme. This often requires a degree of deep thinking to allow them to make a reflective mould, especially if they are using wording on their bag tag. This is then cut using our laser cutter (CAM) before students cast the pewter, learning the properties of different materials to the previous year, including the correct techniques to finish pewter to the highest standard. This project builds on their machine knowledge from previous years by training them on the buffer, a high powered machine to produce a shine on pewter. Finally, this challenging project requires students to create a presentation box, utilising their mathematical skills through accurate measuring and cutting. They create a butt joint or a mitre joint using different hand tools to year 7 before finishing their box to their own high standards.

Year 9

In year 9, students create a working clock using the third category of material – plastic, specifically acrylic. Students design for a specific client from a brief, enabling them to use primary research for the first time, including questionnaires and client interviews. They research the properties of both thermoplastic and thermoset plastic deciding which type of plastic is most suitable for which job, as well as looking at the sources and manufacturing of plastic. They then follow the design process before making a clock inspired by pop art, including creating a card prototype. Students are asked to use scrap materials to create this clock, thereby enabling them to understand the concept of social responsibility and the 6R’s. The aim of this project is to develop their problem-solving skills, where students have a selection of different shaped acrylic pieces that they can cut, smooth, shape and buff using the equipment of their choice to create their design ideas. This project enhances their modification skills as frequently original designs do not work out, requiring students to rethink and recreate their design, mirroring real world prototype manufacturing. 
All materials are provided for each product, however students are asked to contribute towards the cost of the materials before taking them home. This is usually a nominal £1 charge.

Topics Covered:

•  CAM Toy Project
•  Funko Pop Project (Product Design)

Key Knowledge and Skills:

• Identifying problems in ways we use everyday items and redesigning them to make life easier and more accessible for people.
• Being able to consider how to reuse and redevelop old fabrics rather than throwing them away
• Measuring using different media, marking out, cutting and modelling
• Isometric drawing, rendering, and other sketching techniques
• To be able to design to a theme
• To be able to develop skills in a wider range of tools and machinery
• To problem-solve and be resilient

Assessment:

• End of topic reviews
• End of topic multiple choice quiz
• Microsoft Forms multiple choice test

Homework:

•   Support, further advice, or getting involved task for every topic

Links to Careers and Preparation for Life in Modern Britain

• Considerations of the wider environment and sustainability concerns. Understanding of the importance of reducing waste
• Strategies to understand and build resilience, as well as how to respond to disappointments and setbacks
• Simple strategies to help build resilience to negative opinions, judgements, and comments

Topics Covered:

• Pewter Casting Project
• Iterative Design Project (Product Design)

Key Knowledge and Skills:

• To be able to design to a theme
• To be able to develop skills in a wider range of tools and machinery
• To problem solve and be resilient
• Modernism project. Explain & understand how CAD might be useful in the world of design
• Understanding why Computer Aided Design is a vital component of a designer’s skill repertoire.
• Developing ideas in 3 dimensions, enabling designs to be communicated effectively
• Isometric drawing, Rendering, and other sketching techniques
• Develop skills in joining wood, electrical components, and soldering

Assessment:

• End of topic reviews
• End of topic multiple choice quiz
• Microsoft Forms multiple choice test

Homework:

• Support, further advice, or getting involved task for every topic

Links to Careers and Preparation for Life in Modern Britain:

• Considerations of the wider environment and sustainability concerns. Understanding of the importance of reducing waste
• Routes into work, training and other vocational and academic opportunities, and progression routes
• Simple strategies to help build resilience to negative opinions, judgements.
• Being able to give constructive comments that will influence and inspire a design solution.

Topics Covered:

• Lamp Project
• Campana Chair Project (Product Design)

Key Knowledge and Skills:

• Students will improve their CAD knowledge and know the names of a variety of different components and wood joints which can be transferred into real life industry’s
• CAD/CAM, plan drawing, budgeting, 3D awareness
• To be able to design to a theme, to be able to develop skills in a wider range of tools and machinery, to problem-solve, to be resilient
• Students given real world context, problem to solve. Creating a range of products based on a chosen art & design movement.

Assessment:

• End of topic reviews
• End of topic multiple choice quiz
• Microsoft Forms multiple choice test

Homework:

• Support, further advice, or getting involved task for every topic

Links to Careers and Preparation for Life in Modern Britain:

• Routes into work, training and other vocational and academic opportunities, and progression routes
• Strategies to understand and build resilience, as well as how to respond to disappointments and setbacks
• How to manage time and make meaningful decisions based on knowledge and influences from the environment and clients
• Communication and negotiation skills necessary for a successful career in industry

Level 1 and 2 Vocational Award in Engineering give students the knowledge of engineering from the design and planning perspective. Students are given a broad introduction to the engineering sector and the types of career opportunities available, with a course suitable as a foundation for further study. This further study could provide learners with the awareness of the work of different types of job roles in the sector such as design engineers, civil engineers, technicians, and mechanical engineers.

In Level and 2 Vocational Award Engineering students learn about:

• Different materials and their properties and use
• Design processes and evaluation
• Drawing conventions including 2d, isometric and 3rd angle orthographic
• Computer Aided Design
• Engineering processes
• Safe use of tools and equipment
• Maths that engineers use.

We intend to both broaden and deepen our students understanding of the food that they consume and to expand their perception of what they might both enjoy and be capable of producing. Our curricular is designed to prepare students for the world of work in the food industry but also to teach them to prepare a range of unfamiliar meals that expands their cultural awareness within a realistic budget.

All of our schemes of learning are intended to equip students with the relevant and transferable skills to produce high quality outcomes in their practical work. We intend to provide students with explicit teaching and support material to fill the “literacy gap” from which our learners can create annotation and extended writing to express their thoughts clearly and with confidence. We also ensure that we frequently revisit practical and health & safety skills.

We intend to both broaden and deepen our students understanding of the food that they consume and to expand their perception of what they might both enjoy and be capable of producing. Our curricular is designed to prepare students for the world of work in the food industry but also to teach them to prepare a range of unfamiliar meals that expands their cultural awareness within a realistic budget.

All of our schemes of learning are intended to equip students with the relevant and transferable skills to produce high quality outcomes in their practical work. We intend to provide students with explicit teaching and support material to fill the “literacy gap” from which our learners can create annotation and extended writing to express their thoughts clearly and with confidence. We also ensure that we frequently revisit practical and health & safety skills.

Topics Covered:

• Environmental Hygiene Officer Project
• Y7 Practical Project

Key Knowledge and Skills:

• Room & hygiene rules designed to keep students safe. The structure and premise of the Eatwell Plate, relating it to an actual made product
• What seasonality means, its importance and the benefits to students themselves, the environment, and others. Vegetable classification - with examples related to the various parts of the plant that can be utilised in products. Different ways to evaluate - hedonic and star profile
• Weighing, peeling, using an oven safely and rubbing in
• Bridge & claw - safe knife skills, temperature control via boiling & simmering
• Exploring where the food we eat comes from and the process of the journey it makes
• Sustainability and the impact it has on humans and the environment
• Cost of food
• Culinary skills
• Healthy eating

Assessment:

• End of topic reviews
• End of topic multiple choice quizzes
• Microsoft Forms multiple choice tests

Homework:

• Support, further advice, or getting involved task for every topic

Links to Careers and Preparation for Life in Modern Britain:

• Students will consider what ingredients they recognise or have eaten and some new ones they have not, with the opportunity to explore further with foods from different cultures and countries
• Misconceptions challenged about what different nutrients do in the body e.g., eating sugar does not stop the pancreas working properly
• Giving students the skills and knowledge to prepare healthy and nutritious meals
• The importance and benefits of being a lifelong learner
• Strategies for maintaining personal hygiene
• Simple strategies to help build resilience to negative opinions, judgements, and comments

Topics Covered:

• Food Truck Project
• Y8 Practical Project

Key Knowledge and Skills:

• Food Safety and the Danger Zone. 4 conditions that bacteria need to grow and how prevent or reduce this using different temperatures
• Exploring the hospitality and catering industry and how to create, manage and develop a business
• Exploring Sustainability and the impact it has on humans and the environment
• Knowledge of how to make impactful decisions on a business to maximise profits
• The understanding of the science behind hygiene and what impacts it may have on people
• Seasonality and availability
• To appreciate that to learn practical skills effectively needs practice. That yeast is a living organism and how to affect its growth rates
• Recognising when hygiene and health & safety rules are being broken, what should happen to keep us safe and the importance of each of these rules
• To be able to independently recognise/know the importance of safe storage in fridges and freezers

Assessment:

• End of topic reviews
• End of topic multiple choice quiz
• Microsoft Forms multiple choice test

Homework:

• Support, further advice, or getting involved task for every topic

Links to Careers and Preparation for Life in Modern Britain:

• Consider the wider environment - our homes, retail businesses and how hygiene and health & safety rules are applied
• Experience of the vast number of breads from around the world - all very different but utilising the same basic ingredients and skills
• Routes into work, training and other vocational and academic opportunities, and progression routes
• The communication and negotiation skills necessary for use in industry
• The importance and benefits of being a lifelong learner
• Strategies for maintaining personal hygiene

Topics Covered:

• Run a business Project
• Y9 Practical Project

Key Knowledge and Skills:

• Exploring the hospitality and catering industry and how to create, manage and develop a business
• Develop cooking skills and preparing and more complex dishes the match the brief
• Exploring different cultures and using as inspiration to further develop dishes
• Making meaning and impactful business decisions
• Strengthening understand of correct terminology to use in speaking and listening lessons
• Seasonality, availability, culture, historical event, moral/ ethical concerns
• Developing culinary skills

Assessment:

• End of topic reviews
• End of topic multiple choice quiz
• Microsoft Forms multiple choice test

Homework:

• Support, further advice, or getting involved task for every topic

Links to Careers and Preparation for Life in Modern Britain:

• With the broad knowledge & understanding of the hospitality industry, this could lead to a variety of careers such as marketing and promotion, cooking, food and beverage service, and accommodation services i.e., in restaurants, pubs, hotels, guest houses, coffee shops, and theme parks
• Inspire and enthuse learners to consider a career in the hospitality and catering industry, rather than just being a customer or patron. It gives learners the opportunity to gain a broad knowledge and understanding of, and develop skills in, this industry. Prepare, cook, and serve a variety of nutritional dishes, in a safe and hygienic manner that are suitable for different situations and customers’ needs and requirements.

In KS4 Hospitality and Catering students are taught the range of skills and will develop their, knowledge and experiences of what is needed to work in a successful career in catering. They will develop a variety of skills, including food preparation and cooking skills, organisation, time management, planning, working in communities, and problem-solving.