Secondary: Key Stage 3 l.academy

 Design & TechnologySecondary: Key Stage 368531255023350Curriculum plan 2020-2190000081323991. Curriculum principlesThis document outlines the Key Stage 3 Design & Technology (D&T) curriculum for Oak Academy 2020-2021. In developing the curriculum, we have followed a set of principles, which are outlined below:Coherence and flexibilityThe D&T curriculum is structured in units, with the units varying in length. The total number of lessons for each year group is 20. For the units to be coherent, the lessons within them must be taught in order. However, the curriculum is largely flexible in terms of the order in which you teach units within a year group. The food units stand alone and can be taught at any time. The suggested sequence includes a fourth unit each year in which pupils are challenged to respond to a context, including aspects of prototyping. In some cases, this will require schools to provide/loan materials or components that cannot realistically be expected to be found in the home context. Whilst units are organised into year groups, schools are encouraged to select within a maximum two year range, therefore a teacher of a year 8 class may select work written for a year 7 or indeed a year 9 class depending on prior experiences and knowledge within D&T.Knowledge organisationThe curriculum draws on the D&T Progression Framework which organises content into strands that encapsulate the disciplines that are core to D&T and expands upon those that are highlighted in the National Curriculum’s Program of Study.The key themes are:DesigningUnderstanding contexts, users and purposes?Generating, developing, modelling and communicating ideasMakingPlanningPractical skills and techniques?Evaluating?Own ideas and productsExisting productsKey events and individualsTechnical knowledge, including making products workCooking and nutrition?Where food comes fromFood preparation, cooking and nutritionTechnology in SocietySustainabilityImpact of technologies, including emerging technologiesThe curriculum is broadly divided into ‘Design & Technology’ (D&T) units and ‘Cooking and Nutrition’ (C&N) units. There is one Cooking & Nutrition unit in each year and three D&T units. Knowledge selectionDecisions about knowledge selection have been guided by:?relevant knowledge which underpins the subject, related industries and allows pupils to gain a better understanding of the role of design and technology within society??relevance to modern industrial design, technology and manufacture, alongside developing views and opinions on the role and impact of design and manufacture in society?the national curriculum, and in addition the D&T Progression Framework?high quality resources already available to us?consultation with D&T specialists and examples of best practice?Content has been selected for this curriculum that involves creative thinking, problem-solving and an understanding of the role of design and technology in the wider world. There is a strong emphasis on analysis and reflection, as with D&T there is rarely a perceived correct answer to a problem, but several routes one can take. Iterations are encouraged and where a range of materials, tools and processes are used within practical, making aspects may be limited due to the nature of home-learning, periods of reflection and analysis can be increased to give a more thorough, considered response. The suggested curriculum sequence builds through the key stages so that as pupils move forward in their?education, they are equipped with the prior knowledge that they need to succeed in the next phase.?Inclusive and ambitious We want Oak to be able to support all children. The D&T units are pitched so that pupils with different starting points can access them. The lessons are sequenced so that each one builds on prior learning. The activities are scaffolded so all children can succeed, and they provide scope for all to be challenged.Pupil engagementThe D&T lessons are structured to engage pupils in thinking during their lessons - both to engage with the subject matter and to strengthen their memory of what is being learnt. The nature of D&T is that alongside reading and writing activities in the lessons, pupils will need to be sketching and drawing ideas. In addition, many of our lessons require practical application of the concepts and skills being learned. In many cases this can be done using materials commonly found in the home and the lessons provide guidance on how to use such materials to reinforce the learning from the lesson. In some cases, the lessons require additional materials or components that schools will provide or loan; where this is the case the lesson material makes this clear.It is our intention to contextualise learning where possible and applicable. This real-life application and understanding of D&T is important to show how D&T skills, knowledge and key learning are relevant and applicable in a vast number of areas of work, consumer choices and everyday life.Motivation through educationD&T engages pupils in learning how to design and make in order to improve the world they live in. Where possible, we draw on real-world experiences to provide an engaging context for developing designing and making skills and knowledge. Every pupil should have the opportunity to make use of their designing and making skills and knowledge and, through this, develop personal achievement. We provide opportunities for pupils to be creative and solve problems by developing their own solutions to real-world contexts and offer (where possible and applicable) various methods to communicate their ideas and understanding.A curriculum of qualityThe D&T curriculum has been put together with careful consideration and by consulting with specialists from ITT, Secondary and Primary education as well as curriculum trainers, with several years combined teaching experience in a number of schools and countries. This cross-section of views and opinions has resulted in an effective, exciting, relevant and challenging curriculum for pupils and teachers to engage in.Curriculum design constraintsThe D&T curriculum features 20 lessons per year group for key stage 3, split into four units of varying length. This is a significantly reduced provision compared to what should ideally be available in a school context and as a result does not fully address all aspects of an ideal D&T curriculum and the national curriculum programmes of study. Due to the necessary constraints of the delivery format of Oak National, there is no easy way to ensure full curriculum coverage in the current format. The decision to create a curriculum around a reduced numbers of lessons/units is as a result of balancing urgency?of releasing lessons in January and also general equipment constraints in the home. Whilst the curriculum coverage is reduced, we are confident that the fundamentals of a quality D&T curriculum remain and allow both teachers and pupils to benefit from the offering. Subject structure overviewFour kinds of activity are included:Mainly making (MM); with a focus on developing knowledge and skills.Mainly Designing (MD); with a focus on developing designing knowledge and skills.Designing and Making (D&M); with a focus on developing knowledge and skills through product developmentTechnology in Society (TiS); with a focus on understanding how technologies play out in societyDesigning and Making is underplayed in these units compared to the role it usually has in a school-based D&T curriculum, because of the constraints imposed by home working. Where there is a focus on making, it is on developing prototypes rather than ‘finished’ products.*Category types:S: Potentially sensitive content that we advise parental supervision or awarenessP: Potentially physical activities that we advise parental supervision or awareness (physical/sharp equipment)I: Independent activities that can be done with no/limited supervisionE: Non-basic equipment requirement (ie not just device, paper & pen)Year:Unit title:Unit length:Prior knowledge required:Equipment Required:Category7Understanding fibres and fabrics [MM/TiS]4 lessonsNoneScrap fabric (light coloured/white)Vegetables (e.g. beet, onions, red cabbage, saucepan, water, elastic bands, needle, threadPE7Catering for needs [MD]4 lessonsPrimary dietary knowledgeBasic food equipmentPE 7Core design skills [MD]4 lessons NonePaper, pencil, coloured pencils, playdoh/blu tack, computer (TinkerCad), Product to observe and/or disassemble.EI 7Decorative wearable tech [MM / D&M]8 lessonsBasic circuit ideas from primary(Basic electronics equipment from school, e.g.) conductive thread, cell batteries, copper tape, switches, wire, LEDs, piezo buzzers. Accessories e.g. name badges, hair bands, badges, cuff-links, dog collar, dog coat, rucksack etc.EI 8Textiles technology and sustainability [TiS]4 lessons NoneN/AI 8Future food and the appliance of science [TiS]4 lessons NoneN/AI 8Packaging pop-outs [MM / D&M]6 lessons NoneCorrugated cardboard, greyboard, cartonboard, cutting mat, scissors, steel rule, craft knife, small home product / tool, cardboard packagingPE8Pet Tech [MD]6 lessonsNoneMicro:bit, computer/ipad (internet access), cardboard, paperEI9Chilled ready meals [MM]5 lessonsNoneFrozen/chilled ready meals (or packaging for analysis). Variety of food stuffs and food equipment.PE9Para-triathlete design challenge [MM / D&M]6 lessonsNoneBasic modelling equipment (including paper / fabrics).EI9Design in the natural world [TiS / MD]5 lessonsNoneN/AI9Future tech now! [TiS]4 lessonsNoneMicro:bit, electronics resources (various)EIThe table below shows how core themes in D&T are included in the units.(Year) Unit Designing?MakingEvaluating?Technical knowledge?Cooking and nutrition?Technology in SocietyUnderstanding contexts, users and purposes?Generating, developing, modelling and communicating ideas?PlanningPractical skills and techniques?Own ideas and products?Existing products?Key events and individualsMaking products work?Where food comes from?Food preparation, cooking and nutrition?SustainabilityImpact of technologies including emerging technologies(7) Catering for needs?????(7) Understanding fibres and fabrics???????(7) Core design skills ?????(7) Decorative wearable tech ???????(8) Textiles technology and sustainability ????(8) Future food and the appliance of science ???????(8) Packaging pop-outs ??????(8) Pet tech??????(9) Design in the natural world????????(9) Para-triathlete design challenge ???????(9) Chilled ready meals ????????(9) Future tech now! [TiS]?????3. Suggested sequenceThe sequence of units shown below is flexible. The first unit shown in each year is a food unit that stands largely alone from the other units and can be taught at any time. Units 2-4 in each year incorporate a progressive development of D&T skills with Unit 4 being a longer task that incorporates elements of prototyping and making.Year groupUnit 1Unit 2Unit 3Unit 47Catering for needs [MD]Understanding fibres and fabrics. [MM/TiS] Core design skills [MD]Decorative wearable tech [MM / D&M]8Textiles technology and sustainability [TiS]Future food and the appliance of science [TiS]Packaging pop-outs [MM / D&M]Pet tech [MD]9Design in the natural world [MD]Para-triathlete design challenge [MM / D&M]Chilled ready meals [MM]Future tech now! [TiS]4. Unit specificsYear 7Year 7Catering for needs CategoryLesson Core content / Learning Objectives1that people choose different types of food and that this may be influenced by availability, season, need, cost, where food is produced, culture and religionconsider the influence of a range of life-style factors and consumers’ choices when designing products the importance of a healthy and varied diet as depicted in The Eatwell Guide and Eight tips for healthy eating that food provides energy and nutrients in different amounts; that they have important functions in the body; and that people require different amounts during their lifeIE2how to adapt and use their own recipesuse specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations produce ordered sequences and schedules for manufacturing products they design, detailing resources required produce costings using spreadsheets for products they design and makeI3how to use a broader range of preparation techniques and methods when cooking, e.g. stir frying, steaming, blendinghow to store, prepare and cook food safely and hygienicallyfollow procedures for safety and hygiene and understand the process of risk assessment how to competently use a range of cooking techniques for example, selecting and preparing ingredients; using utensils and electrical equipmentPE4how to taste and cook a broader range of ingredients and healthy recipes, accounting for a range of needs, wants and valueshow to actively minimise food waste such as composting fruit and vegetable peelings and recycling food packagingIYear 7Understanding fibres and fabricsCategoryLesson Core content / Learning Objectives1the positive and negative impact that products can have in the wider worldI2investigate and develop skills in modifying the appearance of materials including textiles and other manufactured materials e.g. dying and appliqué (safe vegetable dyes)use a wider, more complex range of materials, components and ingredients, taking into account their properties PE3about textile fibre sources e.g. natural and synthetic and fabrics e.g. plain and woven how to select and modify patterns and use in textile constructionI4use a broad range of material joining techniques including stitching, mechanical fastenings, heat processes and adhesiveuse a broad range of manufacturing techniques including handcraft skills and machinery to manufacture products preciselyIEYear 7Core design skills CategoryLesson Core content / Learning Objectives1develop and communicate design ideas using annotated sketches I2use 2D and begin to use 3D CAD packages to model their ideasproduce 3D models to develop and communicate ideasIE3about an increasing range of designers, engineers, chefs, technologists and manufacturers and be able to relate their products to their own designing and makingI4products through disassembly to determine how they are constructed and functionI EYear 7Decorative wearable techCategoryLesson Core content / Learning Objectives1develop detailed design specifications to guide their thinking use research including the study of different cultures, to identify and understand user need identify and solve their own design problemsnew and emerging technologies I2consider the influence of a range of lifestyle factors and consumer choices when designing productsanalyse where human values may conflict and compromise has to be achievednew and emerging technologies I3work confidently within a range of relevant domestic, local and industrial contexts, such as the home, health, leisure, culture, engineering, manufacturing, construction, food, energy, agriculture and fashionselect appropriately from a wider, more complex range of materials, components and ingredients, taking into account their properties such as water resistance and stiffness develop and communicate design ideas using annotated sketchesI4use 2D and begin to use 3D CAD packages to model their ideasunderstand the properties of materials, including smart materials, and how they can be used to advantageIE5use a broad range of material joining techniques including stitching, mechanical fastenings, heat processes and adhesivesuse learning from science to help design and make products that workIE6make use of specialist equipment to mark out materials how to use simple electronic circuits incorporating inputs and outputsPE7how to use simple electronic circuits incorporating inputs and outputsactively involve others in the testing of their productsIE8give oral and digital presentations and use computer-based toolsI EYear 8 Year 8Textiles technology and sustainabilityCategoryLesson Core content / Learning Objectives1the positive and negative impact that products can have in the wider worldwork confidently within a range of relevant domestic, local and industrial contexts, such as the home, health, leisure, culture, engineering, manufacturing, construction, food, energy, agriculture and fashionI2consider the influence of a range of lifestyle factors and consumer choices when designing productsproducts considering life cycle analysisI3how products can be developed considering the concept of ‘cradle to grave’ the concept of circular economy approaches in relation to product development and consumptionI4new and emerging technologies produce short reports, making suggestions for improvementsIYear 8Future food and the application of scienceCategoryLesson Core content / Learning Objectives1consider the influence of a range of lifestyle factors and consumer choices when designing products that people choose different types of food and that this may be influenced by availability, season, need, cost, where the food is produced, culture and religion consider additional factors such as ergonomics, anthropometrics or dietary needsI2about an increasing range of designers, engineers, chefs, technologists and manufacturers and be able to relate their products to their own designing and making new and emerging technologiesI3that food is produced, processed and sold in different ways, e.g. conventional and organic farming, fair trade new and emerging technologiesI4how to store, prepare and cook food safely and hygienicallyhow to use utensils and electrical equipment I EYear 8Packaging pop-outsCategoryLesson Core content / Learning Objectives1work confidently within a range of relevant domestic, local and industrial contexts, such as the home, health, leisure, culture, engineering, manufacturing, construction, food, energy, agriculture and fashionuse specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situationsIE2combine ideas from a variety of sourcesdecide which design criteria clash and determine which should take priorityI3develop and communicate design ideas using annotated sketches produce 3D models to develop and communicate ideasIE4understand the performance of structural elements to achieve functioning solutionsproduce 3D models to develop and communicate ideasIE5select appropriately from specialist tools, techniques, processes, equipment and machinery, including computer-aided manufacturetest, evaluate, refine their ideas and products against a specification, taking into account the views of intended users and other interested groupsIE6use a broad range of manufacturing techniques including handcraft skills and machinery to manufacture products preciselyfollow procedures for safety and hygiene and understand the process of risk assessmentPEYear 8Pet techCategoryLesson Core content / Learning Objectives1how to apply the concepts of feedback in systems consider additional factors such as ergonomics, anthropometrics or dietary needsIE2use specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situationsuse learning from science to help design and make products that workIE3develop and communicate design ideas using annotated sketchesuse mathematical modelling to indicate likely performance before using physical materials and components, for instance when developing circuits or gearing systemsmake use of sensors to detect heat, light, sound and movement such as thermistors and light dependant resistorsIE4use learning from mathematics to help design and make products that workI E5how to apply computing and use electronics to embed intelligence in products that respond to inputsuse CAD and related software packages to validate their designs in advance of manufactureIE6how to use software and hardware to develop programmes and transfer these to programmable components for example, microcontrollers how to make use of microcontrollers in products they design and manufacture themselvesIEYear 9Year 9Design in the natural worldLesson Core content / Learning Objectives1work confidently within a range of relevant domestic, local and industrial contexts, such as the home, health, leisure, culture, engineering, manufacturing, construction, food, energy, agriculture and fashionI2combine ideas from a variety of sources use a variety of approaches, for example biomimicry and user-centred design, to generate creative ideas and avoid stereotypical responsesI3develop and communicate design ideas using annotated sketchesnew and emerging technologiesIE4products considering life cycle analysis how products can be developed considering the concept of ‘cradle to grave’ the concept of circular economy approaches in relation to product development and consumptionI5understand the properties of materials, including smart materials, and how they can be used to advantageIEYear 9Para-triathlete design challengeCategoryLessonCore content / Learning Objectives1develop design specifications that include a wider range of requirements such as environmental, aesthetic, cost, maintenance, quality and safetyresearch the health and wellbeing, cultural, religious and socio-economic contexts of their intended usersI2consider additional factors such as ergonomics, anthropometrics or dietary needsI3analyse where human values may conflict and compromise has to be achieveduse specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situationsI4combine ideas from a variety of sources decide which design criteria clash and determine which should take priorityunderstand how to reformulate design problems given to them take creative risks when making design decisionsI5products that they are less familiar with using themselvescommunicate their plans clearly so that others can implement them match and select suitable materials considering their fitness for purposeIE6give oral and digital presentations and use computer-based toolsI EYear 9Chilled ready mealsCategoryLesson Core content / Learning Objectives1research the health and wellbeing, cultural, religious and socio-economic contexts of their intended usersconsider the influence of a range of lifestyle factors and consumer choices when designing productsconsider additional factors such as ergonomics, anthropometrics or dietary needabout the influence of food marketing, advertising and promotion on their own diet and purchasing behaviourI2the importance of energy balance and the implications of dietary excess or deficiency, e.g. malnutrition, maintenance of a healthy weight how to use nutrition information and allergy advice panels on food labels to help make informed food choices the principles of cleaning, preventing cross contamination, chilling, cooking food thoroughly and reheating food until it is steaming hothow to compare the cost of food when planning to eat out or cook at home IE3how to use a broader range of preparation techniques and methods when cooking, e.g. stir-frying, steaming, blending how to modify recipes and cook dishes that promote current healthy eating messages how to use date-mark and storage instructions when storing and using food and drinks how to select and prepare ingredients PE4select appropriately from a wider, more complex range of materials, components and ingredients, taking into account their properties such as water resistance and stiffnesshow to use taste, texture and smell to decide how to season dishes and combine ingredients create production schedules that inform their own and others’ roles in the manufacturing of products they designPE5test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groupshow to adapt and use their own recipes how to cook a repertoire of predominantly savoury dishes to feed themselves and others a healthy and varied diethow to use utensils and electrical equipmentPEYear 9Future tech now!Lesson Core content / Learning Objectives1consider the influence of a range of lifestyle factors and consumer choices when designing productsdevelop design specifications that include a wider range of requirements such as environmental, aesthetic, cost, maintenance, quality and safetyI2new and emerging technologiesproducts that they are less familiar with using themselvesabout an increasing range of designers, engineers, chefs, technologists and manufacturers and be able to relate their products to their own designing and makingI3how to make use of microcontrollers in products they design and manufacture themselveshow to apply computing and use electronics to embed intelligence in products that respond to inputshow materials can be cast in mouldsIE4how products can be developed considering the concept of ‘cradle to grave’ the concept of circular economy approaches in relation to product development and consumptionI ................
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