Year 7 Curriculum

 

Within Year 7 all students study Food and Design & Technology (Mixed Materials/ Textiles. They begin by completing a baseline assessment where the students are introduced to the iterative design process. They work to explore and investigate their Contextual Challenge – Celebrations, to enable them to design and made a range of creative, innovative products made from a variety of materials including timber, polymers, metals, textiles and boards.

 

Students work to develop their skills of

 

·         Designing 

·         Collaboration 

·         Researching 

·         Analysing

·         Evaluating 

·         Investigating

 

Once students have completed their baseline assessment the rotate around the different department areas of

 

·         Design and Technology – Mixed Materials 

·         Design and Technology – Textiles 

·         Food Science

 

Students spend a term in each area.

 

Design and Technology – Mixed Materials/ Textiles

 

Students continue to work with their Contextual Challenge – Celebrations, to enable them to design and made a range of creative, innovative products made from a variety of materials including timber, polymers, metals, textiles and boards.

 

Students work to develop their skills of

 

·         Making  

·         Leadership 

·         Planning  

·         Testing  

·         Justifying 

·         Exploring

 

Food Science

 

Students begin their exploration of food by following a scheme of learning that teaches them…

 

·         how to keep safe in the food workshops 

·         how to produce food that is safe to each – food hygiene 

·         the basics of a balanced diet 

·         an introduction to nutritional science 

·         how to successfully produce a wide range of nutritionally balanced products

 

Year 7 Assessment

 

In Year 7 the assessment framework is based on the following: 

Practical – practical skills are assessed throughout each module 

Theory – the theory work students complete within the classroom and for LBTC is assessed 

Knowledge – at the end of each rotation, students complete an exam to determine how much they have learned 

 

Year 8 Curriculum 

The Year 8 Curriculum again enables students to rotate around the different department areas of 

·         Design and Technology – Mixed Materials 

·         Design and Technology – Textiles 

·         Food Science

 

Students spend a term in each area.

 

Design and Technology – Mixed Materials/ Textiles

 

Students work to explore and investigate their Contextual Challenge – Accessories for the home, to enable them to design and made a range of creative, innovative products made from a variety of materials including timber, polymers, metals, textiles and boards.

 

Students work to develop their skills of

 

·         Designing 

·         Making  

·         Leadership 

·         Planning  

·         Analysing 

·         Collaborating  

·         Testing  

·         Justifying 

·         Exploring

 

Food Science 

Students continue their exploration of food by following a scheme of learning that teaches them… 

·         a more in-depth knowledge of nutrition 

·         about the different foods around the world 

·         where certain foods come from  

·         how to successfully produce a wide range of nutritionally balanced products

 

Year 8 assessment

 

In Year 8 the assessment framework is based on the following: 

Practical – practical skills are assessed throughout each module 

Theory – the theory work students complete within the classroom and for LBTC is assessed 

Knowledge – at the end of each rotation, students complete an exam to determine how much they have learned

 

GCSE Opportunities  

Students can choose to study GCSEs in any of the different department areas...

 

  • GCSE Design and Technology (Mixed Materials)
  • GCSE Food Preparation and Nutrition 

GCSE Design and Technology (Mixed Materials) (AQA)

 

Year 9

 

Students complete a variety of mini iterative design tasks to develop their knowledge and understanding for the completion of the GCSE. The tasks are designed to prepare them for the completion of their NEA (non-exam assessment worth 50% of the course) and their examination.

 

Students work to explore and investigate a variety of Contextual Challenges including…

 

·         Needs and wants of teenagers 

·         Gadgets and gizmos 

·         Eco-jewellery

 

They then work to design and made a range of creative, innovative products made from a variety of materials including timber, polymers, metals, textiles and boards.  

Year 9 assessment

 

In Year 9 the assessment framework is based on the following: 

Practical – practical skills are assessed throughout each module 

Theory – the theory work students complete within the classroom and for LBTC is assessed 

Knowledge – at the end of each half term, students complete an exam to determine how much they have learned

 

Year 10

 

Students complete three NEAs to develop their knowledge and understanding for the completion of the GCSE. The tasks are designed to prepare them for the completion of their NEA (non-exam assessment worth 50% of the course) and their examination.

 

Students work to explore and investigate a variety of Contextual Challenges including…

 

·         Needs and wants of teenagers 

·         Bright at night  

·         Accessories for the home

 

They then work to design and made a range of creative, innovative products made from a variety of materials including timber, polymers, metals, textiles and boards.

 

Year 10 assessment 

In Year 10 the assessment framework is based on the following: 

Practical – practical skills are assessed throughout each module 

Theory – the theory work students complete within the classroom and for LBTC is assessed 

Knowledge – at the end of each half term, students complete an exam to determine how much they have learned 

Practice NEAs – assessed in line with the requirements of the exam board - AQA

 

Year 11

 

Students complete their NEA (non-exam assessment worth 50% of the course) and prepare for their examination.  Students work to explore and investigate a variety of Contextual Challenges set by the exam board, these will be released to the students at the start of Year 11. They then work to design and made a creative, innovative product made from a variety of materials including timber, polymers, metals, textiles and boards. All work is assessed as required by the examination board - AQA.

 

GCSE Food Preparation and Nutrition (AQA)

 

Year 9

 

Students follow a scheme of learning that aims to develop their practical food skills alongside their knowledge and understanding of nutritional science.

 

Year 9 Food assessment

 

In Year 9 the assessment framework is based on the following: 

Practical – practical skills are assessed throughout the course 

Theory – the theory work students complete within the classroom and for LBTC is assessed 

Knowledge – at the end of each half term, students complete an exam to determine how much they have learned

 

Year 10

 

Students follow a scheme of learning that aims to develop their knowledge of food. This is the year when the students achieve the learning they will need to meet the requirements of the examination. They will also use this knowledge to complete their NEAs in Year 11. There is also an opportunity at the end of the year to practise the NEAs in preparation for Year 11.

 

Year 10 Food assessment

 

In Year 10 the assessment framework is based on the following:

 

Practical – practical skills are assessed throughout the course

 

Theory – the theory work students complete within the classroom and for LBTC is assessed

 

Knowledge – at the end of each half term, students complete an exam to determine how much they have learned

 

Practice NEAs are assessed in line with the requirements of the exam board

 

Year 11

 

Students complete their NEAs (non-exam assessment worth 50% of the course) and prepare for their examination.  Students work to research and investigate a variety of NEA topics set by the exam board, these are released to the students at the start of Year 11. All work is assessed as required by the examination board - AQA.

 

Extra-Curricular Opportunities

 

Food and Design & Technology Support Tuesdays after school our Year 11 students are welcome to work with the staff to further develop their evidence for the attainment of their GCSE. Department staff are available until 4.45pm.

 

GCSE Art Textiles (Eduqas)

 

Year 9

 

Students follow a scheme of learning that aims to develop their practical and technical skills through a range of mini projects to develop their knowledge and understanding for the completion of the GCSE.

 

Year 9 Art Textiles assessment

 

In Year 9 the assessment framework is based on the following:

 

§  Developing ideas.  

§  Refine work by exploring and experimenting with ideas. 

§  Recording ideas  

§  Presenting a personal and meaningful work

 

Year 10 and 11

 

60% Portfolio work and 40% practical exam

 

The Art Textiles GCSE has two components. Component one comprises a major practical portfolio and outcome/s to be based on internally set themes and subject matter developed from personal and/or given starting points. This component will be internally set, internally assessed and externally moderated. Work will be selected, evaluated and presented for assessment by the student. Evidence is required of how the student has met each of the assessment objectives.

 

Component Two has two parts;

 

Part 1: Preparatory study period

 

An externally set assignment will be set by the exam board and will consist of assignments based on themes, visual stimuli and written briefs, which are to be presented to the student at the start of the preparatory study period. One of the assignments is to be selected by the student and used as a starting point from which to elicit a personal, creative response.  

 

Part 2: 10 hour focused work. 

The resolution of the student’s ideas from the preparatory work must be completed during the designated 10 hours of sustained focus work. The period of sustained focus work will be completed under supervised conditions. Work will be selected, evaluated and presented for assessment by the student.  

The Externally Set Assignment will be set by the exam board, assessed by the teacher and externally moderated.

 

Year 10 and 11 assessment 

In Year 10 and 11 the assessment framework is based on the following:

 

Assessment Objective 1 - Developing ideas through investigations, demonstrating critical understanding of sources.

 

Assessment Objective 2 - Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes.

 

Assessment Objective 2 - Record ideas, observations and insights relevant to intentions as work progresses.

 

Assessment Objective 4 - Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language

 

Extra-Curricular Opportunities

 

Art Textiles Support Tuesdays after school our Year 11 students are welcome to work with the staff to further develop their evidence for the attainment of their GCSE. Department staff are available until 4.45pm.

 

 

 

  

 

Performance Faculty Subjects

 

 

 

 

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