DESIGN TECHNOLOGY
Department vision
To contextualise learning with real world application within a professional environment
Design and Technology is an inspiring, rigorous, and practical subject. Using creativity and imagination, students design and make products that solve real and relevant problems within a variety of contexts. Students learn how to take risks, becoming resourceful, innovative, enterprising, and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth, and wellbeing of the nation.
Year 7
| Topic | Learning Outcomes | |
| Curriculum Focus for the Year | Skills and Safety | In Year 7 our curriculum focuses on building the safety knowledge within the technology learning environments within school as well as acclimatising students to the equipment, machinery, and resources that they will be using throughout their time at WGSG. The theory content of the different materials used is covered through homework with a focus in class on development and progression of basic skills within all areas of technology. This is to ensure that students have a good foundation knowledge of key materials supporting their learning into Year 8 and 9 with contextualised projects which will implement and further develop the skills learnt in Year 7. The Year 7 focus of skills and safety introduces key topic areas which are studied throughout KS4 and KS5 |
| Term 1, 2 and 3 (taught on rotation) | Metal | To identify common errors in casing metals. To design a pewter casting shape. To create a CAD shape for laser cutting. To explain and demonstrate the casting process To implement quality control checks throughout practicalâ¯work⯠To evaluate safety and skills of the metal project. |
| Textiles | To explain the importance of: Workroom health & safety rules Workroom procedures Correct tools selection and use To independently demonstrate workroom safety, procedures and correct tool selection/usage To explore the origins of fibres and their working properties To create a product using a pattern | |
| Health, Safety and Hygiene | To explain the principles of the 4C’s Cooking – Key Temperatures Chilling – Key Temperatures and Storage of food Cleaning – Washing up and Cleaning self and equipment Cross Contamination – Safe workspaces and clearing away To apply and independently demonstrate the principles of the 4C’s | |
| Term 4 and 5 (rotation) | Designing the Built Environment | To investigate house size measurements To evaluate a range of user requirements To design a floor plan for a kitchen To manufacture a scale model |
| Food Safety and Storage | To explore food bacteria. To apply food safe handling of high-risk foods. To practice using electrical equipment. To identify key allergens in food products. To demonstrate the safe handling of chicken. To demonstrate the application of 4C’s when handling high risk food independently. | |
| Term 6 | Polymer | To conduct a skills audit for team working. To design and make a product using CAD/CAM. To manufacture suitable moulds. To design and create packaging for a product. To demonstrate safe use of a line bender. To assemble the product and packaging in a display. |
Year 8
| Topic | Learning Outcomes | |
| Curriculum Focus for the Year | Sustainability and the Environment | In Year 8 our curriculum focus is sustainability and the environment linking in the world around us with the focus on the three main areas of sustainability: environment, economic and social. This focus is crucial to students understanding of the world around them and how we can contribute as a society to ensuring that our actions do not have a negative impact on future generations. The projects focus on both food sustainability through the food provenance module, our built environment through town planning and also two career focus modules with the design to ensuring that the students’ future skills and employment options are clear. The skills and safety knowledge learnt in Year 7 are applied to new contexts and new scenarios throughout Year 8 as well an developing the traditional technology skills discreetly through our Food Preparation and Nutrition and Designing the Built Environment focus modules. All topics learnt in Year 8 develop key learning areas and skills studied throughout KS4 and KS5. Technology projects are taught in rotation so could be taught in a different order than shown below |
| Term 1 – 5 | Food Provenence: Origins and Sustainability 12 Weeks | To explain where food comes from. To create a dish using seasonal foods. To investigate farming methods. To analyse the impact of fair trade on food sustainability To use a fair-trade product in a dish. To promote the reduction of food waste. To design a dish to reduce food waste. |
| Town Planning: Village and House | To define town planning and its importance in society To explain the impact on stakeholders on town planning To evaluate the “garden village” town planning theory To determine the requirements of a garden village To create a local plan based on a garden village philosophy To justify the design, appearance and materials for the garden village To Interpret the client’s requirements To draw floor plans and elevations using CAD To manufacture a 3D scale model To present final design demonstrating how a clients’ needs have been met | |
| Interior Design: Career Focus | To explain how interior designers influence sustainability To experiment with patterns for a given client To create a tessellated print wallpaper for a client To manufacture textile products for a scaled model To apply a pattern to a sample soft furnishing To present interior design proposal to a client | |
| Term 6 | Pro Chef: Career Focus | To evaluate how plating and presentation are used in the food industry To develop a high skill level range of cutting skills. To demonstrate a range of piping skills. To create design ideasâ¯and demonstrate cutting and piping skills to fit a brief. |
Year 9
| Topic | Learning Outcomes | |
| Curriculum Focus for the Year | Applied Science | In Year 9 our curriculum focus is on science and how it impacts our daily lives, sometimes in ways that are not always obvious. The science focus allows the students to explore a range of sciences with examples being psychology of building design, chemical reactions in foods, physics through structures and nutrition requirements which links with PE as well as Science. Research and investigations are used to create and inquisitive learning environment and also facilitate the students to create hypothesis and experiment with ideas. The knowledge and skills taught in Year 7 and 8 guide the students in creating and producing creative solutions to real-life scenarios and link in the real-world applications to the science covered in the school-based learning environment. This focus also supports KS4 and KS5 curriculum for both food preparation and nutrition and the designing the building environment course |
| Term 1, 2 and 3 (taught on rotation) | Nutritional Science | To define the function of macronutrients To explain the nutrients of the dish and to demonstrate use of knife and hobs To explain dietary requirements for a range of ages and gender. To identify the nutrients within the dish and to demonstrate the safe use of combing and shaping. To analyse the Eatwell guide and to apply the information to a brief. To adapt a dish suitable for a specific dietary requirement and demonstrate safe use of a knife and a starch-based sauce. |
| Construction Technology | To explain the function of building elements To explore foundation types To assess the suitability of building structure type To recommend material use based on U-Values To analyse different types of sustainable technologies | |
| REVIT Design | To identify and calculate information required for construction projects To apply calculated information into creating a floor plan proposal To draw 2D plans of a construction design To draw elevations of a construction design To enhance designs with additional features to meet client’s needs To present 3D plans of the design proposal using REVIT | |
| Term 4 | Food Science – Functions | To evaluate a range of cooking methods. To evaluate the impact of different cooking method through sensory qualities. To apply a range of cooking methods to a dish. To investigate the functional properties of cookies To experiment with a range of ingredient properties. To demonstrate/ apply knowledge of ingredient functions. |
| Term 5 | Food Science – Raising Agents | To investigate how chemical raising agents, work. To analyse chemical raising agents, experiment results To demonstrate knowledge of chemical raising agents in a baked goods. To investigate how biological raising agents, work. To analyse biological raising agents, experiment results To demonstrate knowledge of biological raising agents in a baked goods. |
| Term 6 | Structures – either Food based or Bridge Based dependent on GCSE choice | Bridge: To examine the theory for the structure of bridges To test mini structures To design a structure solution to the site To construct a bridge implementing research knowledge Food: To examine the theory for the structure of bridges To design structure with gingerbread To construct a gingerbread structure |
Years 10 & 11 – Food Preparation & Nutrition
Year 10
| Topic | Learning Outcomes | |
| Term 1 | Nutrient | Nutrients to be studies are Proteins, Fats, Carbohydrates, Minerals, Vitamins and Water For each nutrient, students will: Define the nutrient Explain the functions of the nutrient in the body Identify the main sources of the nutrient Describe the effects of a deficiency or an excess of the nutrient in the diet Calculate the amount of the nutrient needed every day for different life stages |
| Term 2 | Food Science and NEA 1 Practice | The purpose and function of cooking food, students will: Explain why food is cooking Categorise the methods of transferring heat to food Describe the different methods of cooking Evaluate the impact of cooking methods on food Discuss how to prepare and cook fruits and vegetables whilst conserving nutritional value. The scientific principles underlying processes used to prepare and cook foods and the working characteristics, function and chemical properties of the following: Proteins Carbohydrates Fats and Oils Raising Agents Fruits and Vegetables |
| Term 3 | Nutritional Needs and Health and NEA 2 Practice | Students will need to apply their nutrient knowledge to: Evaluate the nutritional needs of people at different life stages and with special dietary requirements (e.g. allergies) Explain what is meant by a healthy, balanced diet Demonstrate how to choose and interesting and varied diet Define energy, its function in the body, identify its source, describe the effects of a deficiency or an excess of energy and calculate the amount of energy needed every day for different life stages Conduct a nutritional analysis in order to plan and modify recipes to reflect a healthy diet Examine the relationship between diet, nutrition and health Describe major diet-related diseases and the risk factors for each disease |
| Term 4 | PPE and Food Safety | The safety of food that is studied includes the principles of food safety as well as food spoilage and contamination. Students will: Evaluate the impact that micro-organisms and enzymes have on food and how this affects safety Recognise the signs of food spoilage Explain how micro-organisms are used in the production of different food products Discover how bacterial contamination can occur and the impact this has on safety Advise on safe purchasing and storing of food Apply food safety principles to preparing, cooking and serving food |
| Term 5 | Food Choice | Food choice is influenced by a huge variety of factors. Student will: Explain the factors that influence food choice Evaluate food choice relating to religion, culture, ethical and moral beliefs and medication conditions Determine how information about food is displayed for the consumer Investigate British and international cuisine, looking at the distinctive features, cooking methods, eating patterns, presentation styles and traditional recipes Conduct sensory analysis evaluations |
| Term 6 | Food Provenance | The environmental impact and sustainability of food. Students will Identify wheat and how ingredients are grown, gathered, reared and caught Discuss the advantages and disadvantages of organic farming, genetically modified foods and seasonal foods Evaluate the environmental issues associated with food Investigate the carbon footprint of food, the reasons for buying locally and the impact of food waste on the environment Define food sustainability through studying food security, sustainable food production and fair trade Food is processed and put into various methods of production before it can be sold and consumed. Students will Explain the primary and secondary stages of food processing and production Evaluate the impact of processing on sensory and nutritional properties of ingredients Examine the purpose of food production with associated better health implications, such as fortification, use of additives and nutritional modification |
Year 11
| Topic | Learning Outcomes | |
| Term 1 | Year 10 Topic Consolidation and Begin NEA 2 – Food Preparation Assessment | The first five weeks will focus on the subject knowledge required for examination and beginning of NEA and will include consolidation tasks and knowledge audits Food, Nutrition and Health – Nutrients Nutrients to be studies are Proteins, Fats, Carbohydrates, Minerals, Vitamins and Water Food Science The purpose and function of cooking food Food Safety The safety of food that is studied includes the principles of food safety as well as food spoilage and contamination Food Choice Food choice is influenced by a huge variety of factors. Food Provenance The environmental impact and sustainability of food NEA 2 – Food Preparation Assessment (50%) A report demonstrating preparation, cooking and presentation of a final menu with three dishes to meet the needs of a specific context. Section A: Research (6 Marks) Analysis of Task Research specific context Identify a range of dishes Select and justify a range of technical dishes to demonstrate technical skills linked to context |
| Term 2 | NEA 2 – Food Preparation Assessment (35%) | A report demonstrating preparation, cooking and presentation of a final menu with three dishes to meet the needs of a specific context. Section B: Technical Skills (18 Marks) Demonstrate technical skills in the preparation and cooking of four dishes Select and use equipment for different skills with food safety principles applied Identify the technical skills within each dish PPE – Two weeks of PPE |
| Term 3 | NEA 2 – Food Preparation Assessment (35%) | Section C: Planning for the Final Menu (8 Marks) Justify the chosen dishes for the final menu linked to the context, Write a detailed dovetailed time plan with food safety principles demonstrated Section D: Making Final Dish (30 Marks) 3 Hour Practical NEA with all three dishes cooked. Section E: Analysis of Dishes (8 Marks) Record and analyse sensory properties Carry out nutritional analysis of dishes Analyse the cost of the three dishes |
| Term 4 | Revision and Exam Preparation | Food, Nutrition and Health – Nutrients Nutrients to be studies are Proteins, Fats, Carbohydrates, Minerals, Vitamins and Water For each nutrient, students will: Define the nutrient Explain the functions of the nutrient in the body Identify the main sources of the nutrient Describe the effects of a deficiency or an excess of the nutrient in the diet Calculate the amount of the nutrient needed every day for different life stages Students will need to apply their nutrient knowledge to: Evaluate the nutritional needs of people at different life stages and with special dietary requirements (e.g. allergies) Explain what is meant by a healthy, balanced diet Demonstrate how to choose and interesting and varied diet Define energy, its function in the body, identify its source, describe the effects of a deficiency or an excess of energy and calculate the amount of energy needed every day for different life stages Conduct a nutritional analysis in order to plan and modify recipes to reflect a healthy diet Examine the relationship between diet, nutrition and health Describe major diet-related diseases and the risk factors for each disease Food Science The purpose and function of cooking food, students will: Explain why food is cooking Categorise the methods of transferring heat to food Describe the different methods of cooking Evaluate the impact of cooking methods on food Discuss how to prepare and cook fruits and vegetables whilst conserving nutritional value. The scientific principles underlying processes used to prepare and cook foods and the working characteristics, function and chemical properties of the following: Proteins, Carbohydrates, Fats and Oils, Raising Agents and Fruits and Vegetables |
| Term 5 | Revision and Exam Preparation | Food Safety The safety of food that is studied includes the principles of food safety as well as food spoilage and contamination. Students will: Evaluate the impact that micro-organisms and enzymes have on food and how this affects safety Recognise the signs of food spoilage Explain how micro-organisms are used in the production of different food products Discover how bacterial contamination can occur and the impact this has on safety Advise on safe purchasing and storing of food Apply food safety principles to preparing, cooking and serving food Food Choice Food choice is influenced by a huge variety of factors. Student will: Explain the factors that influence food choice Evaluate food choice relating to religion, culture, ethical and moral beliefs and medication conditions Determine how information about food is displayed for the consumer Investigate British and international cuisine, looking at the distinctive features, cooking methods, eating patterns, presentation styles and traditional recipes Conduct sensory analysis evaluations Food Provenance The environmental impact and sustainability of food. Students will Identify wheat and how ingredients are grown, gathered, reared and caught Discuss the advantages and disadvantages of organic farming, genetically modified foods and seasonal foods Evaluate the environmental issues associated with food Investigate the carbon footprint of food, the reasons for buying locally and the impact of food waste on the environment Define food sustainability through studying food security, sustainable food production and fair trade Food is processed and put into various methods of production before it can be sold and consumed. Students will Explain the primary and secondary stages of food processing and production Evaluate the impact of processing on sensory and nutritional properties of ingredients Examine the purpose of food production with associated better health implications, such as fortification, use of additives and nutritional modification |
| Term 6 |
Years 10 & 11 – Designing The Built Environment
Year 10
| Topic | Learning Outcomes | |
| Term 1 | Introduction Module to all units | The DBE combined module contains key knowledge and skills related to all three units in an applied given context. In term 1 Students will: Define Town Planning and its importance in society Explain the impact of shareholders on town planning Evaluate the “garden village” town planning theory Determine the requirements of a garden village Create a local plan based on a garden village philosophy Interpret the living space requirements of a client Draw Floor plans and elevations Manufacture a scale model |
| Term 2 | Introduction Module to all units | The DBE combined module contains key knowledge and skills related to all three units in an applied given context. In term 2 Students will: Assemble Final Model Draw 2D draws of design on REVIT Draw 3D plan of designs with additional features on REVIT Explain the function of building elements Explore foundation types Assess the suitability of building structure type Recommend material use based on U-Values Analyse sustainable technologies Present combined module project |
| Term 3 | Unit 1: Planning potential | Unit 1 purpose is to develop the skills needed to report on the potential of a proposed construction project. Students will: Outline protection given to designated areas Describe the planning process for construction projects Explain planning consider considerations for construction projects Interpret maps Describe how utilities are distributed to the built environment Explain how infrastructure affects design |
| Term 4 | Unit 1: Planning potential | Unit 1 purpose is to develop the skills needed to report on the potential of a proposed construction project. Students will: Use language appropriate to purpose and audience Structure reports Present supporting information |
| Term 5 | Unit 1: Planning potential Unit 3: Building structures and materials | Unit 1 purpose is to develop the skills needed to report on the potential of a proposed construction project. Students will: Respond to feedback from unit 1 practice paper Prepare for exam Complete 6 hour exam Unit 3 purpose is to consolidate learning from Unit 1 and 2 and review options for the structures and materials needed to build construction projects. In LO1 students will: Describe the functions of building elements Explain how external factors affect structures Assess suitability of structural forms of buildings |
| Term 6 | Unit 3: Building structures and materials | Unit 3 purpose is to consolidate learning from Unit 1 and 2 and review options for the structures and materials needed to build construction projects. In LO2 and LO3 students will: Describe the properties of materials Explain how properties of materials can be changed Explain how materials affect the economics of buildings Explain how forms of energy impact on design Describe sustainable materials used in constructing buildings Describe how materials used on constructing buildings can be sourced sustainably Explain how use of buildings can be made sustainable |
Year 11
| Topic | Learning Outcomes | |
| Term 1 | Unit 2 LO3 Practice and Unit 2 Assessment | Unit 2 purpose is to develop the skills needed to interpret a client brief and product design solutions both by hand and using computer software. In LO3 students will: Draw 2D plans of construction designs using computer software Draw 3D plans of construction designs Add Features to 3D plans of construction designs Unit 2 Assessment will be completed over 8 double lessons. Three double lessons will be in Term 1 and will focus on: Analysing client brief LO2 – Drawing construction plans AC 2.1 Draw Plans – Floor Plans AC 2.1 Draw Plans – Block Plans |
| Term 2 | Unit 2 Assessment | Unit 2 Assessment will be completed over 8 double lessons. Five double lessons will be in Term 1 and will focus on: LO2 – Drawing construction plans AC 2.1 Draw Plans – Cross-Sections AC 2.2 Draw Elevations AC 2.3 Use language of drafting LO1 – Mathematical Techniques AC 1.1 Identify information AC 1.2 Calculate information required for construction project LO3 – Computer Drawing Use AC3.1 Draw 2D Plans using computer software AC 3.2 Draw 3D plans using computer software AC3.3 Add features to 3D plans of construction designs |
| Term 3 | Unit 1 LO1 and LO2 | Unit 1 purpose is to develop the skills needed to report on the potential of a proposed construction project. Students will: Outline protection given to designated areas Describe the planning process for construction projects Explain planning consider considerations for construction projects Interpret maps Describe how utilities are distributed to the built environment Explain how infrastructure affects design |
| Term 4 | Unit 1 LO3 and Practice Paper | Unit 1 purpose is to develop the skills needed to report on the potential of a proposed construction project. Students will: Use language appropriate to purpose and audience Structure reports Present supporting information Unit 1 Practice Paper will be completed over 4 double lessons to ensure the full 6 hours are allocated. |
| Term 5 | Unit 1 – Exam Preparation and Exam | Unit 1 purpose is to develop the skills needed to report on the potential of a proposed construction project. Students will: Respond to feedback from unit 1 practice paper Prepare for exam Complete 6 hour exam |
| Term 6 |
Post 16 at WG6
Year 12
| Topic | Learning Outcomes | |
| Term 1 | Unit 1 LO1 and Unit 2 LO1, LO2 | Unit 1 learning outcome is to produce a concept design for a development proposal and demonstrate gained knowledge and practical experience of the stakes and key factors that influence the design of the built environment. In LO1, students will Analyse a client brief and develop a concept design solution and project strategies Produce a project roles table and project execution plan Advise on alternative procurement routes and make recommendations for the procurement of a contractor and sub-contractors Draft a schedule of information to be produced by the design team during the technical design stage Unit 2 learning outcome is to be able to appraise the existing and developing processes required to construct a range of buildings, including identifying team members, their roles and a variety of project management and quality assurance processes. In LO1 and LO2, students will Describe the inter-relationships of job roles within the built environment Describe factors that influence the choice of the necessity to use a particular method of construction or techniques |
| Term 2 | Unit 1 LO2, LO3 and Unit 2 LO2, LO3 | Unit 1 learning outcome is to produce a concept design for a development proposal and demonstrate gained knowledge and practical experience of the stakes and key factors that influence the design of the built environment. In LO2 and LO3, students will Apply knowledge of the planning process Advise on the planning application process Evaluate factors that will affect planning decisions Identify actions required in response to conditions placed on planning permission Report on health and safety and environmental factors that have influence the concept design Prepare entries for CDM health and safety file, as applicable to the concept design stage Unit 2 learning outcome is to be able to appraise the existing and developing processes required to construct a range of buildings, including identifying team members, their roles and a variety of project management and quality assurance processes. In LO2 and LO3, students will Demonstrate the implications of these factors or decisions on the outcome, mindful of the constraints of benefits Identify the elemental factors that influence application of a broad and dynamic range of skills Describe the techniques and practices applied to coheres and prepare for the contractual environment Describe the relevance of recording relevant events for contractual purposes Produce tables that logically capture and record planned checking regimes |
| Term 3 | Unit 1 LO3, LO4 and Unit 2 LO4, LO5 | Unit 1 learning outcome is to produce a concept design for a development proposal and demonstrate gained knowledge and practical experience of the stakes and key factors that influence the design of the built environment. In LO3 and LO4, students will Report on measures put forward to enhance environmental efficiency during the concept design stage Write proposals for the provision of utilities within the concept design stage Include proposals for the internal distribution of utilities within the concept design stage Unit 2 learning outcome is to be able to appraise the existing and developing processes required to construct a range of buildings, including identifying team members, their roles and a variety of project management and quality assurance processes. In LO4 and LO5, students will Describe the actions and mechanisms that can be put in place and applied to successfully deliver quality building stock Describe the high risk and high frequency accident activities and well planned and preventative safe systems of work help to mitigate negative outcomes Produce risk assessment and method statement tables to demonstrate an understanding of preventative control measures needed to mitigate accidents incidents and near misses |
| Term 4 | Unit 1 Consolidation, Assessment and Unit 2 LO5, LO6 | Unit 1 learning outcome is to produce a concept design for a development proposal and demonstrate gained knowledge and practical experience of the stakes and key factors that influence the design of the built environment. Consolidation time will include all areas of unit 1 applied to a new context. Unit 1 Controlled Assessment involves the following learning objectives applied to a new specific development: Understand the various stages of the design process and the principles involved in taking a design through the complete design cycle Understand the purpose of the planning process and the various stages of the planning application process; and be able to evaluate the important factors that affect planning decisions Understand the main health, safety and environmental factors influencing the design of the built environment Understand the provision of primary services utilities to the design of buildings in terms of the main features and basic operating principles Unit 2 learning outcome is to be able to appraise the existing and developing processes required to construct a range of buildings, including identifying team members, their roles and a variety of project management and quality assurance processes. In LO5 and LO6, students will Describe why the control of temporary works is relevant to previous, current and future construction projects Advise on suitable applied design solutions for the cost-effective construction of building stock Describe how clash detection can mitigate unproductive works and/or defects |
| Term 5 | Unit 1 Controlled Assessment and Unit 2 Exam Preparation | Unit 1 Controlled Assessment involves the following learning objectives applied to a new specific development: Understand the various stages of the design process and the principles involved in taking a design through the complete design cycle Understand the purpose of the planning process and the various stages of the planning application process; and be able to evaluate the important factors that affect planning decisions Understand the main health, safety and environmental factors influencing the design of the built environment Understand the provision of primary services utilities to the design of buildings in terms of the main features and basic operating principles Unit 2 consolidation and exam preparation involves the following learning objectives: Understand main job roles and their relationship to each other within the built environment and explore typical career pathways, qualifications and progression Identify and evaluate the construction processes required to construct the sub and superstructures of a range of buildings, including finishes and services Identify and evaluate a range of project management tools and techniques Identify and evaluate a range of quality assurance and project monitoring processes Identify and evaluate the health, safety and environmental factors influencing the creation of the built environment Compare existing and developing processes used in the creation of the built environment and evaluate their impact |
| Term 6 | Unit 4 LO1, LO2 and Unit 2 Exam | Unit 2 exam will test the following learning objectives: Understand main job roles and their relationship to each other within the built environment and explore typical career pathways, qualifications and progression Identify and evaluate the construction processes required to construct the sub and superstructures of a range of buildings, including finishes and services Identify and evaluate a range of project management tools and techniques Identify and evaluate a range of quality assurance and project monitoring processes Identify and evaluate the health, safety and environmental factors influencing the creation of the built environment Compare existing and developing processes used in the creation of the built environment and evaluate their impact Unit 4 purpose to understand and appreciate: the application of Building Information Modelling in managing the design, creation and maintenance of built assets. In LO1 and LO2, students will: AC 1.1 Demonstrate an understanding of the basic principles of BIM AC 1.2 Explain the benefits of BIM within the context of a specific development proposal AC 2.3 Describe and differentiate between the UK BIM Maturity levels AC 2.2 Make COBie entries relevant to a specific development proposal |
Year 13
| Topic | Learning Outcomes | |
| Term 1 | Unit 3: LO1: Stakeholder Engagement Unit 4: LO1: Basic principles of BIM | Describe factors and mechanisms that have positive outcomes based on collaboration and respect for stakeholders Demonstrate an understanding of the basic principles of BIM Explain the benefits of BIM within the context of a specific development proposal |
| Term 2 | Unit 3: LO2: Protecting and Maintaining the Environment Unit 4: LO2: BIM Maturity Levels | Produce tables that reflect suitable design solutions preferable to innovative and alternative sustainable energy sources Describe and differentiate between the UK BIM Maturity Levels Make COBie entries relevant to a specific development proposal |
| Term 3 | Unit 3: LO3: Protecting the physical structure Unit 4: LO4: BIM Information and Information Exchanges | Produce diagrams and tables of understanding that depict the interrelationships of the wider stakeholders in context of the macro economy and impact on communities locally Contribute to the EIR document for a specific construction project Produce examples of 2D, 3D, 4D and 5D BIM information for a specific construction project |
| Term 4 | Unit 3: LO4: Soft Landings and Occupancy Unit 4: LO4: UK Standards and BIM | Evaluate measures that when applied to project design, construction, handover and post construction can enhance the early stages of occupation by the building users and improve the habitation and on-going maintenance of the building Evaluate measures that when applied to project design, construction, handover and post construction can enhance the early stages of occupation by the building users and improve the habitation and on-going maintenance of the building Produce diagrams and tables that capture the expectations of clients anticipating receipt of the completed building and that of the contractor wishing to test and commission the building prior to handover Comply with relevant standards when producing and managing BIM information Organise a CDE for the storage and sharing of BIM information for a specific construction project Produce a strategy to reduce the risk of loss or disclosure of BIM information for a specific construction project |
| Term 5 | Unit 4: LO5: BIM Roles and Terminology | Recommend BIM roles required for a specific construction project Recommend software required to carry out BIM processes for a specific construction project |
| Term 6 |
Assessment
At Key Stage 3 each half term consists of four types of assessment in the module being undertaken, the first is a teacher assessment, followed by a homework, a practical assessment and an end of topic test
The GCSE Food Preparation and Nutrition course will be assessed by using practice NEA papers and past examination questions, as well as frequent topic assessments to help them practice timed responses. The students undertake a total of 30 hours for NEA work and a 1 hour 45 minutes exam paper at the end of the course
The Designing the Built Environment course is assessed through a 12 hour unit 2 assessment, a 6 hour unit 3 assessment and a 6 hour timed exam. These assessments take place across the two year course with practice questions and full mocks regularly taking place.
Related Careers
It is widely noted that the skills learned in Design Technology across the key stages are all highly regarded skills in many careers. The creative arts industry is one of the fastest growing in the country and contributes over £75 billion to the economy, meaning that there are a huge range of careers both at home and abroad that offer a rewarding experience and healthy salary.
https://www.gov.uk/government/news/creative-industries-worth-8million-an-hour-to-uk-economy
- Designer (Fashion, jewellery, product, web, digital and many more)
- Graphic Designer/advertising executive
- Architect
- Landscape/environmental architect
- Engineer
- Food technologist
- Buyer
- Design Journalist
- Interior designer
- Surface designer (wallpaper, fabric etc)
- Model maker/propmaker
- Set Designer (film, TV, theatre)
- Costume designer
