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The Green School for Girls

Let your
Light shine

Matthew 5:16

Design and Technology

FACULTY OF PERFORMING AND CREATIVE ARTS


Head of Department Miss N Mostafa

What is Design and Technology?

The Key Stage 3 programme provides pupils the opportunity to develop the key skills and principles of Design Teachnology by considering the purpose and design and creation of different products such as Food Preparation and Nutrition, Design of Art Textiles and more resistant materials such as electronics which is being introduced this year at Key Stage 3. 

 

CURRICULUM VISION

Through Textiles design our vision is to inspire a love of design, creativity and imagination, and to provide an inspirational and enriching Textile education motivated by our Christian foundation. Through Food Technology our vision is  to provide a context through which to explore the richness, pleasure and variety that food adds to life, encouraging our students to develop in our Christian foundation an acceptance and appreciation of diversity. Through Electronics our vision is that through practical activities, students will be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. 

Why do we study Design Technology?

Textiles enables students to develop a whole range of creative design and making skills. Textiles teaches transferable skills such as problem solving and time management which play a vital part of the curriculum and the wider context of the School. Through Textiles, they develop advanced  skills and resilience in a safe environment, as well as an understanding of Textile  production and transportation that will allow them to become a discriminating consumer and to participate in society in an actively informed manner. They become aware and understand the environmental factors and inequality within the Textile industry and its distribution in the world. 

In Food Technology students gain vital life skills that enable them to feed themselves and others affordably and nutritiously, now and later in life. They develop high skills and resilience in a safe environment. They follow recipes and substitute ingredients and cooking methods according to their needs, demonstrating and understanding of food choices, e.g. veganism, and healthy eating. They also develop an understanding of food production and transportation that will allow them to become a discriminating consumer and to participate in society in an actively informed manner. They become aware and understand the environmental factors and inequality of food distribution in the world. They also explore multicultural perspectives concerning food, thus enhancing their understanding, appreciation and acceptance of people from a variety of backgrounds through the preparation of food from different countries.

In Electronics, we understand how products are designed and manufactured. By studying Design and Technology, students will be able to build up their creativity, problem solving, planning, and evaluation skills. Since many projects are done via group work, they will also gain communication and teamwork skills. Through evaluation of past and present Design and Technology, students will develop a critical understanding of its impact on daily life and the wider world.

All disciplines provide the knowledge and skills to respond and contribute to the social, cultural and emotional wellbeing of our society.

 

 

CURRICULUM INTENT

 

Our Textile Technology students will:

  • be encouraged to master a broad range of skills and techniques by physically making successful outcomes
  • be encouraged to develop resilience and flourish in a safe environment
  • be encouraged to understand the environmental factors and inequalities of Textile distribution in the world
  • be empowered to enable then to develop an understanding of the visual world
  • be equipped with the knowledge and skills to respond and contribute to the cultural, social, political and emotional wellbeing of our society by creating work that conveys, depth and meaning
  • be encouraged to master a broad range of skills and techniques by physically making successful outcomes
  • be encouraged to develop resilience and flourish in a safe environment
  • be encouraged to understand the environmental factors and inequalities of Textile distribution in the world
  • be empowered to enable then to develop an understanding of the visual world and how to meet different requirements 
  • be equipped with the knowledge and skills to respond and contribute to the cultural, social, political and emotional wellbeing of our society by creating work that conveys, depth and meaning

Our Food Technology students will:

  • gain vital life skills that enable them to feed themselves and others affordably and nutritiously, now and later in life
  • develop high skills and resilience in a safe environment
  • be able to follow recipes and substitute ingredients and cooking methods according to their needs, demonstrating and understanding of food choices, e.g. veganism, and healthy eating
  • develop an understanding of food production and transportation that will allow her to become a discriminating consumer and to participate in society in an actively informed manner
  • become aware and understand the environmental factors and inequality of food distribution in the world
  • explore multicultural perspectives concerning food, enhancing her understanding, appreciation and acceptance of people from a variety of backgrounds through the preparation of food from different countries
  • gain the knowledge and skills to respond and contribute to the social, cultural and emotional wellbeing of our society

Our Electronics students will:

  • develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world. critique, evaluate and test their own and others' ideas and products.
  • be aware of their physical safety by understanding and adhering to rules on safe working practices
  • be expected to solve design problems by drawing on their understanding of manufacturing processes and the properties of materials. 
  • learn to recognise the potential impact which design decisions can have on both the environment and society.

What do we study?

Food: Preparation, Nutrition, Food Science, Food Provenance, Food Safety, Food Choice.Art and Design 

Textiles: Fashion Design and Illustration, Constructed Textiles, Printed and Dyed Textiles, Surface Pattern, Stitched and/or Embellished Textiles, Digital Textiles.

Electronics: Plant Moisture Project provides a sound foundation of skills and understanding of electrical components of a PCB.

To view a full summary of our KS3 and KS4 Food curriculum please click here.

To view a full summary of our KS3 and KS4 Textiles curriculum please click here.

To view information about A-level Art & Textiles at The Green School Sixth Form, please click here

To view information about A level DT Product Design at The Green School Sixth Form, please click here

CURRICULUM IMPLEMENTATION

How do we study Design Technology?

In years 7 and 8 students learn Textiles or Food Technology in rotation for half of the academic year. On the other half of the year they learn Computer Science. In year 9, all students learn both disciplines throughout the year.

Textiles strives to encourage personal creativity and have high expectations of each individual student. Skills are developed through a range of learning techniques such as demonstrations, independent work, group projects and discussions on exemplar work. In lessons there is often a focus on students working independently to experiment with their ideas and refine practical work. They are asked to  share their ideas with a learning partner or in groups and evaluate their ideas.

Food Tech.  students  use a range of work books, text books, digital bundles, revision guides and recipe booklets.  All students can access information posted in Google classroom. Students  in KS4 complete two  Non Exam Assessments (NEAs). All students   will be expected to bring their own ingredients for lessons. Provision (for all years) is made for students in receipt of Pupil Premium and some ingredients will be provided by the school.

Presentation of Work 

Each student’s book  should be neat, legible and contain their very best work. Date and title of each lesson must be underlined. Each unit has a success criteria and a feedforward sticker to allow for student reflection. When students are completing feed forward they must use green pen.

Home Learning

Home learning is an integral part of the curriculum and tasks are aimed to either consolidate knowledge from the lessons or to prepare students for future learning. Tasks could involve independent research of a particular topic. When no specific task is set students are always encouraged to read around the current topic and watch food-related programmes.

Home learning could take the form of family learning tasks, research projects, revision for tests, worksheets, evaluations or experiment write ups. In Textiles, tasks could involve  mood boards, designing ideas, independent research on social , moral and environmental impact of the Textile industry.

In Electronics, KS3 home learning booklets are provided separately to the classwork booklets, these should be kept in good condition and ideally stored in a plastic wallet or folder. These tasks are supported by individual YouTube clips posted in the Google classroom.

When no specific task is set students are always encouraged to read around their current topic and widen their knowledge by visiting museums and galleries.

Co - curricular Activities

Revision classes and catch up sessions are run for Year 11 students to complete practical and written work for their NEAs. Textile Club runs weekly for GCSE students to complete practical and sketchbook  work for their NEAs.

CURRICULUM IMPACT

Assessment

Formative assessment will take place in lessons through discussion and plenaries. 

Summative assessment takes place at the end of a unit where strengths and improvements are identified and students respond to this feedforward. 

There are formal examinations at the end of each year.

Outcomes

To view the impact of our curriculum please click here for our latest exam results and here for our student destinations.

Careers Leading on from Design Technology

Food Technologist, Dietician, Environmental Health Officer, Chef, Product Development, Catering, Nutritionist, Retailing,  Teacher.  

Fashion Designer or Illustrator, Retail Buyer, Merchandiser, Fashion Stylist, Textile designer, Personal Stylist, Fashion Writer, Garment Technologist.

To view more information about our school Careers programme please click here.

How parents/carers can support their children

  • encourage an awareness of Food, Textile and fashion trends
  • encourage the practice of skills learnt
  • have an awareness of how Textiles is an integral part of daily lives
  • encourage a wider knowledge, e.g. visiting exhibitions together as a family
  • have an awareness of multicultural food by reading newspapers and watching food  programmes together as a family
  • encourage  healthy eating habits
  • cook from scratch and share cookery skills
  • take your child to The Design Museum, the Kirkaldy Testing Museum, or our local Museum of Water and Steam in Kew

Recommended Reading

For Food Technology:

  • The man who ate everything by Jeffrey Steingarten.                                                                                 
  • It Must've Been Something I Ate: The Return of the Man Who Ate Everything by Jeffrey Steingarten.        
  • Chocolat by Joanne Harris                                           
  • Meet me at the Cupcake café by Jenny Colgan                                                                    
  • Sushi and Beyond- Michael Booth. Risotto with nettles by Anna Del Conte                                                   
  • Eat pray love by Elizabeth Gilbert

For Textiles:

  • The Fashion Designers Textile  Directory by Gail Baugh
  • Abode Photoshop for Textile Design by Frederick L chipkin
  • Print , Make and Wear by Melanie Bowles
  • Textile Visionaries by Bradley Quinn

For Electronics: 

  • Set Phasers on Stun: And Other True Tales of Design, Technology and Human Error by S.M. Casey
  • Soonish: Ten Emerging Technologies That'll Improve and/or Ruin Everything by Kelly and Zak Weinersmith
  • The Fall of Dreams by Ryan LaSalle