Design and Technology is an inspiring and practical subject. At Crispin, we are focused on using students' creativity and imagination to design and make products. When designing, students need to consider a variety of things including materials, sizes, the environment, cost, the function of the product and their own and others’ needs, wants, and values. Within Design and Technology our students acquire a broad range of subject knowledge and draw on disciplines such as Mathematics, Science, Engineering, Computing, and Art. Students learn how to take risks becoming resourceful, innovative, enterprising, and capable young people.
We are always striving to ensure students are gaining an inspiring and modern view of technology and therefore will often look to develop projects relevant to today’s world. As a department, we are determined to allow students to experience some of the fantastic technology that exists today alongside the classic skills which are the foundation of our subject. As part of the new Innovation Hub, we are privileged to be able to offer our students some fantastic facilities to learn and work in, including specialist rooms for Resistant Materials/Product Design, Food, Textiles, Graphics, and three Computer/CAD suites. These are complimented by a range of specialist CNC equipment Including lathes, laser cutters, 3D printers, vinyl cutters, computerised sewing machines, all complimented by an extensive range of more traditional tools and machinery. The department makes extensive use of design software to support our modern learning environment, this includes Photoshop, Onshape and Sketchup 3D CAD, 2D design, and a range of electronics/programming development environments.
Key Stage 3
In Years 7, 8 and 9 our students follow a rotation to allow them to experience five different projects through the year in multiple material areas including Food, Textiles, Graphics, CAD/CAM, Product Design and electronics. As students progress through the Key Stage, the projects build upon their prior learning and become more holistic in their structure. For example, electronics starts with an understanding of basic components in Year 8 before progressing onto more complex timer circuits in Year 9; in the Year 9 Design History project students are expected to draw on their experience in multiple areas of DT to design and `create their product.
|Year 7||Graphics||CAD/CAM||Textiles||Food||Product Design|
|Year 9||Graphics||Electronics||Textiles||Food||Product Design|
At KS4 we offer four courses:
- Graphics (Art and Design) GCSE
- Design and Technology (Product Design) GCSE
- Food and Nutrition GCSE
- Engineering Technical Award
In year 10 we cover the core content and specialist subject knowledge for all subjects through a number of projects and varied tasks. In Year 11, students complete the NEA/controlled assessment tasks that accounts for a significant percentage of the grade - 50% in Food Preparation & Nutrition and Design and Technology GCSE’s and 60% of the Engineering Technical Award.
A growing numbers of students are opting for Design and Technology courses for a number of reasons, including the mix of practical and theory based learning and the range of progression and career routes post 16, including engineering, catering, carpentry, architecture, product design, plumbing, textiles/ fashion design, and more.
|Level 1/2 Engineering Technical Award|
Unit 1: Manufacturing Engineering Products
Non Examined Assessment 40% of the qualification
In this unit, students learn to interpret different types of engineering information in order to plan how to make engineered products. They develop the skills needed to work safely with a range of engineering processes, equipment and tools.
For the assessment students are set a ‘live’ Manufacturing Brief and have to produce a portfolio of work including:
Unit 2: Designing Engineering Products
Non Examined Assessment 20% of the qualification
In this unit, students learn about that design process, how to analyse products. They will learn how to take ideas from different products in order to produce a design specification for a product.
For the assessment students are set a ‘live’ Design Brief, where they will be asked to develop an improvement to the product they made in Unit 1. They will have to produce a portfolio of work including:
Unit 3: Solving Engineering problems
Written Examination: 40% of the qualification
In this unit, students learn about how engineers in the past have found solutions to problems and use their ideas to solve problems today. They learn about materials, processes and maths that engineers use and how they are used to solve problems and the drawing skills used to communicate solutions.
|Food Preparation and Nutrition GCSE|
Paper 1: Food Preparation and Nutrition
Written exam: 1 hour 45 minutes, 50% of GCSE
Non- Exam Assessment (NEA)
Written or electronic report/ Portfolio including photographic evidence
Task 1: Food investigation (30 marks)
Students' understanding of the working characteristics, functional and chemical properties of ingredients.
Assessment evidence: Written or electronic report (1,500–2,000 words) including photographic evidence of the practical investigation.
Task 2: Food preparation assessment (70 marks)
Students' knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to the chosen task.
Students will prepare, cook and present a final menu of three dishes within a single period of no more than three hours, planning in advance how this will be achieved.
Assessment evidence: Written or electronic portfolio including photographic evidence. Photographic evidence of the three final dishes must be included.
Last Updated: September 2023