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SCHEME OF WORK FOR DESIGN & TECHNOLOGY: FOOD
2008-9 (incorporating Licence to Cook)
YEAR 7 TARGET LEVEL 4
LEARNING OBJECTIVES |
ACTIVITIES |
Pupils generate ideas by collecting and using information. |
Using information from teacher, workbooks and Homework Tasks to help create new ideas |
They take users’ views about aesthetic and technical issues into account as they respond to briefs. |
Based on themselves as users. |
They communicate alternative ideas using words, labelled sketches and models, showing that they are aware of constraints. |
Ideas are described, written, drawn and based on demonstration models. Constraints are discussed in class. |
They apply their knowledge and understanding of materials, ingredients and components, and work with them with some accuracy, paying attention to quality of finish and to function. |
Variety of materials: bread plus toppings for quick pizza; oats, fat, sugar, syrup, fruit for flapjacks; vegetables and stock cubes for chowder; courgettes, cheese, flour etc. for muffins; cake ingredients including egg for mini fruit cake; various vegetables plus sauce as component for stir fry; cooking of rice in risotto. |
They use some ideas from others’ designing to inform their own work. |
Pupils use existing recipes which they are encouraged to modify. |
They produce step-by-step plans and then select and work with a range of tools and equipment. |
Recipe sheets. Equipment: variety of knives discussed and used; grater; hob, oven and grill; different baking tins and pans used. |
They identify what is working well and what could be improved to overcome technical problems.. |
Evaluation – looks at hedonic testing + ideas to improve the product |
They reflect on their designs as they develop, recognising the significance of knowledge and previous experience. |
As above plus appreciation of developing knowledge and experience. |
RESOURCES
Worksheets; recipe sheets; Finding out about Food; school equipment and ingredients; pupils’ own ingredients; internet for access to on-line assessments and other Licence to Cook materials. |
ASSESSMENT
Pupils assess the quality of their own work; peer assessments; teacher assessments as appropriate including end-of-module level for D&T; internet assessments for Licence to Cook; opinions of family and friends on food products taken home. |
DIFFERENTIATION
Encouragement for the more able to extend the quantity and quality of written/ drawn work; opportunities to be creative when designing ‘new’ products; 6 capabilities/ levels achievable with Licence to Cook assessments. |
PROGRESSION
Pupils will undertake the first part of the Licence to Cook programme (units 1-5). In Year 8, they continue with units 6-10.
Many pupils are able to make use of prior learning from home and/ or their primary schools. |
USE OF ICT
Pupils should have one lesson in an ICT room in order to complete their initial L to C assessment. If they have access to the internet at home, they will use it for homework learning tasks and for research purposes. ICT may also be used for other homework tasks. |
CROSS-CURRICULAR LINKS
Health & safety issues arise in different areas of life and, in particular, around school; literacy – accessing worksheets, recipes; numeracy – weighing, measuring, temperatures; R.E. – awe and wonder of God’s creation and the foods available to us; Science – understanding of properties of ingredients and chemical reactions during cooking and the importance of Healthy Eating; awareness of historical and geographical connections with different foods and cooking processes; use of artistic abilities in communication of ideas by drawing; physical activity – manual dexterity and physical stamina in the Food room. |
  
CARROT MUFFINS - This Licence to Cook recipe is proving very popular – although some pupils are surprised that carrots can flavour a cake so deliciously. With spice, raisins and even walnuts, these muffins are liked by everyone.
YEAR 8 TARGET LEVEL 5
LEARNING OBJECTIVES |
ACTIVITIES |
Pupils develop ideas by drawing on and using various sources of information. |
At least 3 different sources of information – Licence to Cook internet site; Homework Tasks; asking at home and peer requirements |
They clarify their ideas through discussion, drawing and modelling, showing understanding of aesthetic and economic dimensions. |
Ideas are shared through discussion; pupils draw first ideas – aesthetic and economic considerations are discussed during demonstrations. |
They respond to briefs showing understanding of how culture and society are reflected in familiar products when developing and communicating their own ideas. |
As above plus in their own discussions. |
They show that they are aware of constraints as they apply knowledge and understanding of materials, ingredients and techniques. |
As above plus as demonstrated in their practical work. |
They use understanding of others’ designing as they develop their work. |
Use of Licence to Cook recipes plus information on diet and nutrition, food safety and hygiene, consumer awareness. |
They work from their own detailed plans, modifying them where appropriate. |
Flow diagram is created and may be modified following use |
They work with a range of tools, materials, ingredients, equipment, components and processes with some precision. |
Pupils have the opportunity to use equipment as appropriate. They are making good quality products. Sweet or savoury crumble; scones or rock cakes; pastry tart or triangles; deli salad; pasta product; koftas/ spicy bean burgers/ fish and vegetable stack. |
They check their work as it develops, solve technical problems and show some evidence of creativity as they modify their approach in the light of progress. |
Models for added ingredients, shape and finish assist them as they produce a good quality product. |
They test and evaluate their products, showing that they understand the situations in which their designs will function.. |
Organoleptic evaluations (appearance, aroma and taste) plus discussion concerning appropriate times to serve different foods. |
RESOURCES
Worksheets; recipe sheets; All About Food; school equipment and ingredients; pupils’ own ingredients; internet for access to on-line assessments and other Licence to Cook materials. |
ASSESSMENT
Pupils assess the quality of their own work; peer assessments; teacher assessments as appropriate including end-of-module level for D&T; internet assessments for Licence to Cook; opinions of family and friends on food products taken home. |
DIFFERENTIATION
Encouragement for the more able to extend the quantity and quality of written/ drawn work; opportunities to be creative when designing ‘new’ products; 6 capabilities/ levels achievable with Licence to Cook assessments. |
PROGRESSION
Pupils continue with units 6-10 (the second part of Licence to Cook).
Many pupils are able to make use of prior learning from home and/ or Year 7 work. |
USE OF ICT
Pupils should have one lesson in an ICT room in order to complete their initial L to C assessment. If they have access to the internet at home, they will use it for homework learning tasks and for research purposes. ICT may also be used for other homework tasks. |
CROSS-CURRICULAR LINKS
Health & safety issues arise in different areas of life and, in particular, around school; literacy – accessing worksheets, recipes; numeracy – weighing, measuring, temperatures; R.E. – awe and wonder of God’s creation and the foods available to us; Science – understanding of properties of ingredients and chemical reactions during cooking and the importance of Healthy Eating; awareness of historical and geographical connections with different foods and cooking processes; use of artistic abilities in communication of ideas by drawing; physical activity – manual dexterity and physical stamina in the Food room. |
YEAR 9 TARGET LEVEL 6
LEARNING OBJECTIVES |
ACTIVITIES |
Pupils draw on and use a range of sources of information, and show that they understand the form and function of familiar products as they develop and mo
del ideas. |
Pupils use at least 4 different information sources = video, peers, parents, what’ s in the shops, textbooks. Understanding of balanced meal, nutritional guidelines for schools, properties of a variety of ingredients and designing and making a seasonal biscuit |
They respond creatively to briefs, exploring and testing their design thinking. |
Design briefs presented for some tasks. |
They develop detailed criteria for their products and use these to explore proposals. |
Response to design brief leads to specification. |
They apply their knowledge and understanding by responding to several aspects of the problem. |
Pupils take into account aesthetic, economic, nutritional and practical considerations as they plan their products. |
They recognise the significance of others’ designing and modify their approaches accordingly. |
Based on Licence to Cook recipes – with modifications to suit their families and friends. |
They product plans that outline alternative methods of making progress. |
Recipe sheets may be written (with alternative methods where appropriate e.g. using/ not using specialist equipment). |
They work confidently with a range of tools, materials, equipment, components and processes showing that they understand their characteristics. |
Pupils may use a range of cooking methods including: microwave; equipment including hand mixers, food processors, Kenwood chef. They also use a temperature probe. Processes include preparation of sauces/ bases (classic tomato ragu/ ratatouille, meat/ vegetarian alternative cookery (Shepherd’s pie/ Quick lasagne) and cake-making (Dutch apple cake/ marble tray bake), as well as some dishes representing other cultures (spinach, potato and chickpea curry/ lamb korma). |
They check their work as it develops and solve technical problems by modifying their approach in the light of progress. |
Pupils may ask for help – if it is somewhat late, modifications will be needed to rescue the product and ensure that it is edible. |
They evaluate how effectively they have used information sources, using the results of their research to inform their judgements when developing products. |
Organoleptic evaluation by Tasting Word Bank or Star diagram. A range of ideas for improving their designs is required in the final evaluation. |
They evaluate their products as they are being used, and identify ways of improving them. |
As above |
YEAR 9 LEVEL 7 |
ACTIVITIES |
Pupils use a wide range of appropriate sources of information when developing and modelling ideas.
They investigate form, function and production processes as they respond creatively to briefs. They apply their knowledge and understanding, recognising the different needs of a range of users, and search for trends and patterns in existing solutions as they develop fully realistic products. They use their understanding of others’ designing to inform their own as they communicate creative ideas. They product plans that predict the time needed to carry out the main stages of making products. They work with a range of tools, materials, ingredients, equipment, components and processes, taking full account of their characteristics. They adapt their methods of manufacture to changing circumstances as they solve technical problems, providing a sound explanation for any change from the design proposal. They select appropriate techniques to evaluate how their products would perform when used and modify their products in the light of this evaluation to improve their performance. |
These outcomes can all be achieved through the tasks listed above. Pupils achieving outstanding results across all the Design & Technology Attainment Targets and the Licence to Cook opportunity can achieve Level 7 – but this will be rare because of the nature of the ‘roundabout’ system. |
RESOURCES
Worksheets; recipe sheets; Examining Food & Nutrition; school equipment and ingredients; pupils’ own ingredients; internet for access to on-line assessments and other Licence to Cook materials. |
ASSESSMENT
Pupils assess the quality of their own work; peer assessments; teacher assessments as appropriate including end-of-module level for D&T; internet assessments for Licence to Cook; opinions of family and friends on food products taken home. |
DIFFERENTIATION
Encouragement for the more able to extend the quantity and quality of written/ drawn work; opportunities to be creative when designing ‘new’ products; 6 capabilities/ levels achievable with Licence to Cook assessments. |
PROGRESSION
Pupils continue with units 11-16 (the final part of Licence to Cook).
Many pupils are able to make use of prior learning from home and/ or Year 8 work.
During this year, pupils may choose to go to Highbury College to study Hospitality and Catering. |
USE OF ICT
Pupils should have one lesson in an ICT room in order to complete their initial L to C assessment. If they have access to the internet at home, they will use it for homework learning tasks and for research purposes. ICT may also be used for other homework tasks. |
CROSS-CURRICULAR LINKS
Health & safety issues arise in different areas of life and, in particular, around school; literacy – accessing worksheets, recipes; numeracy – weighing, measuring, temperatures and costs of products when shopping; R.E. – awe and wonder of God’s creation and the foods available to us; Science – understanding of properties of ingredients and chemical reactions during cooking and the importance of Healthy Eating; awareness of historical and geographical connections with different foods and cooking processes; use of artistic abilities in communication of ideas by drawing; physical activity – manual dexterity and physical stamina in the Food room. |
 
YEAR 10 PUPILS ENJOY COOKING! - Once a fortnight, a group of Year 10 pupils makes a product of their own choosing. Rubie chose two couscous products – but the recipes were modified to create a hot rice and chicken dish and a pasta salad. Both products can be seen above.
YEAR 10 - Autumn Term
LEARNING OBJECTIVES |
ACTIVITIES |
To become more confident in the Food
Technology room;
To learn/ relearn the safe use of a (sharp) vegetable knife;
To use basic kitchen equipment;
To use the oven safely (grill, hob and oven);
To prepare a range of fresh ingredients in an appropriate manner;
To weigh and measure ingredients
To understand more about diet and nutrition, wise shopping and hygiene and safety
(plus SEAL objectives, see below) |
Introduction and face-to-face teaching on Diet and Nutrition
Practical work: fruity flapjacks, vegetable chowder, courgette and cheese muffins
Face-to-face teaching of Wise Shopping and Hygiene and Safety
Practical work: fish cakes
Initial L to C Assessment at Capability 1 or 2
Christmas meal as group – invite visitors |
YEAR 10 - Spring Term
LEARNING OBJECTIVES |
ACTIVITIES |
To use the grill, hob and oven – often simultaneously;
To weigh and measure ingredients with greater speed and accuracy;
To combine and mix ingredients together carefully (forming dough);
To divide mixtures, cutting and shaping accurately;
To make a savoury white sauce;
To prepare a wider variety of fresh ingredients;
To use simple electrical hand tools e.g. electric mixer
To continue to learn more about diet and nutrition, wise shopping and hygiene and safety and to demonstrate that understanding through practical tasks
(plus SEAL objectives, see below) |
Practical work: Herbie veggie crumble/ apple & sultana crumble
Face-to-face teaching building on work done last term
Practical work: Pastry for savoury triangles or tart
(To be observed for Licence to Cook)
Practical work for Shrove Tuesday: Pancakes
Face-to-face teaching followed by L to C Assessment at higher capability than Autumn term
Practical work to be observed: Mini-meal of koftas or spicy bean burgers or fish and vegetable stack
Easter biscuits |
YEAR 10 - Summer Term
LEARNING OBJECTIVES |
ACTIVITIES |
To prepare a range of meals, thus becoming more confident cooks;
To learn how to make a range of sauces/ bases;
To demonstrate their safe use of a knife and other small tools and equipment;
To handle raw meat safely (high risk foods);
To develop a greater awareness of time planning;
To prepare a range of fresh ingredients e.g. peeling, slicing
To achieve a Licence to Cook certificate reflecting the level of understanding and achieving of each individual pupil
(plus SEAL objectives, see below) |
Practical work: Pasta ‘mania’; mushroom risotto/ savoury rice; dutch apple cake/ marble tray bake and shepherd’s pie/ quick lasagne for final Licence to Cook observation
Pupils will have the opportunity to review their homework record and to celebrate successes and discuss disappointments.
Pupils will also be able to revisit the L to C Assessments – some may be able to achieve Capability 6 which is the highest level. |
N.B. There will need to be flexibility in the order of topics and practical tasks arising from: availability of ICT rooms; activities which may affect lesson times; Year 10 Work Experience and Summer examinations.
RESOURCES
Worksheets; recipe sheets;school equipment and ingredients; internet for access to on-line assessments and other Licence to Cook materials. |
ASSESSMENT
Pupils assess the quality of their own work; peer assessments; teacher assessments as appropriate; internet assessments for Licence to Cook; opinions of family and friends on food products taken home. |
DIFFERENTIATION
Encouragement for the more able to extend the quantity and quality of written/ drawn work; opportunities to be creative when designing ‘new’ products; 6 capabilities/ levels achievable with Licence to Cook assessments. |
PROGRESSION
Pupils build on prior learning from KS3 and home. There should be more willingness to participate in all activities because ingredients will be provided by school. Pupils may be asked to contribute towards the cost of food taken home. |
USE OF ICT
Pupils will need at least one lesson in an ICT room in order to complete their initial L to C assessment. If they have access to the internet at home, they can access the L to C internet site and use it for research purposes. ICT may also be used for other homework tasks. |
CROSS-CURRICULAR LINKS
Health & safety issues arise in different areas of life and, in particular, around school; literacy – accessing worksheets, recipes; numeracy – weighing, measuring, temperatures; R.E. – awe and wonder of God’s creation and the foods available to us; Science – understanding of properties of ingredients and chemical reactions during cooking and the importance of diet and nutrition; awareness of historical and geographical connections with different foods and cooking processes; use of artistic abilities in communication of ideas by drawing; physical activity – manual dexterity and stamina in the Food room. |
HOMEWORK TASKS
Pupils will be set weekly tasks building to a complete information pack.
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FLAPJACK - This basic recipe is popular with all KS3 pupils. The amount of fat and sugar has been reduced and oats are a good provide valuable starch. The product is improved by adding dried apricots, dried ginger or other flavourings.
SEAL OBJECTIVES RELEVANT TO LICENCE TO COOK
SELF-AWARENESS
Identify strengths and feel positive about them;
identify current limitations and try to overcome them;
recognise when to feel pleased and proud and to accept praise from others;
reflect on actions and identify lessons to be learned from them;
UNDERSTANDING FEELINGS
use knowledge and experience of thoughts, feelings and responses to choose behaviour,
plan learning and build positive relationships with others;
MOTIVATION
set goals and challenges and celebrate successes;
break long-term goals into small, achievable steps;
monitor and evaluate personal performance;
PERSISTENCE, RESILIENCE AND OPTIMISM
choose when and where to direct attention, resisting distractions and concentrating for increasing periods of time;
EVALUATION AND REVIEW
take responsibility for life, believing in the ability to influence what happens and make wise choices;
VALUING AND SUPPORTING OTHERS
listen empathetically to others, having a range of strategies for responding effectively;
show respect for people from diverse cultures and backgrounds and be able to celebrate differences;
SOCIAL SKILLS
communicate effectively with others, listening to what others say as well as expressing thoughts and feelings;
BELONGING TO GROUPS
work and learn well in groups, taking on different roles, co-operating with others to achieve a joint outcome;
give and receive feedback and use it to improve achievements;
SOLVING PROBLEMS, INCLUDING INTERPERSONAL ONES
be assertive when appropriate. |
Examination Board: AQA |
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| Coursework: 60% |
Written examination: 40% |
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This course in Graphics is designed to provide opportunities in designing and making which focus on visual impact and communication.
Activities will be design based insofar that the pupils will identify tasks and problems and produce solutions in the form of two dimensional and three dimensional models.
Pupils will: use a variety of two dimensional forms pictorial and orthographic projection computer image and photocopying show skill in communicating ideas make us of modelling techniques make sensible choices in the selection of media produce drawings which communicate details effectively use Information Technology - Computer Aided Design, Work Processing and Desktop Publishing show appreciation of aesthetics, colour, proportion and harmony.
The contents of the Graphics course is taught in problem solving or task-orientated situations which will encourage pupils to respond positively to what they see as real life problems.
Nature of Coursework
A wide variety of work is expected ranging from extensive design projects to a number of relatively simple units of work which relate to different aspects of the process of designing, making and communicating.
YEAR 7.
PACKAGING
Project 1
Designing Tropical Fruit Drinks
- Find and select information to clarify the task
- Research - Tropical Fruit.
- Using Cross curricular skills from Geography re. Tropics and Countries.
- Visit the Supermarket to discover the range of Tropical fruit.
- Use the Internet and Clipart to obtain images of Tropical Fruits.
- Draw an understanding of familiar products.
- Examination of drink products – Capri Sun drinks.
- Ingredients, Nutritional information
- Environmental issues – recycling
- Packaging – different forms and function –disassembly.
- Lettering – Task to cut and paste a range of letter styles taken from packaging.
- Communicate ideas/Demonstrate accuracy and attention to detail and finish. Ideas for layout of information on the can label and the promotional poster.
Project 2
Designing Breakfast Cereals
- Understand the situation in which the design functions.
- Discover how to create interest, attract attention, inform and compel to buy.
- Design to meet a design specification / criteria.
- Select and work a range of equipment/ techniques.
- Create model nets
- Manipulate Images - cartoon characters using ICT and hand graphical processes.
- Study Ingredients and Nutritional information. Word processing ICT
- Range of techniques / Demonstrate accuracy- Orthographic 2D and Isometric 3D presentation. Model-making.
- Reflection. What worked well.
YEAR 8.
Corporate Identity
Project 1
Company Logos/Product Promotion.
Company Bernie’s Beef Burgers
- Various sources of information to include Internet/Yellow Pages/Packaging.
- Design for a Client - Bernie’s Beef Burger Bar.
- Understand the characteristics of familiar products - collect Promotional Merchandise.
- Graphical skills/ work with precision
- 2D and 3D rendering/ model making doggy bag and applied illustrations. Letter styles and colour schemes.
- Menus-extension work.
- Understand situation in which design functions. Research themes appealing to children, example – a Circus theme.
Project 2
What a Shower. Toiletries for Sports People
- Product evaluation. Characteristics of familiar products re- Appeal/Function and Safety.
- Work with precision/show an understanding of graphical techniques.
- Sketching 2D and 3D presentation, ellipses- terminology
Colour and tone – rendering. Lettering in 3D
Pictograms- non verbal communication.
Presentation ICT image manipulation.
Preliminary models.
Extensions/Independent tasks Snip Snip, Snap Happy, Graphical timetable, Shop Signs, Safety Signs
YEAR 9
PRODUCT EVALUATION
Familiar products- Perfumes and Watches
An opportunity to:
- Learn how other designers solve problems- lending itself to group work, brainstorming, language development and communication.
- Demonstrate an understanding of form and function of the product.
- Develop detailed criteria for success/ recognising the needs of the users.
- Explore designs ideas.
Swatch Watch Competition.
- Draw up a design specification /the criteria to reflect the needs of the user.
- Combine ideas from a variety of sources- Swatch promotion material / the Internet / Argos Catalogue / the use of questionnaires and surveys.
- Refine a single idea- employing a thematic approach.
- Use materials sympathetically- through shape proportion and colour.
- Evaluate the product against the original criteria and how the product design meets the needs of the user.
Perfumes and Personal Toiletries
- Colour rendering 3D Tone and highlights
- ICT Image manipulation using Photo-paint
- 2D and 3D sketching/tonal values
- Packaging. Net production using 2D Designer Software.
- Point of Sale Display. Advanced modelling/precision work.
- Presentation: appeal, attraction and information
- Diversity of products
- Recycling and disposal.
During Year 7 pupils will make a set of three juggling balls and a decorated container in which to store them securely. The juggles will be made out of coloured fleece. Using the theme of Animals the pupils will design and print their own fabric. They will block print a piece of white cotton drill and then use this fabric to create a simple drawstring bag.
 
During Year 8 pupils will use fabric dyes and paints to create a colourful cushion which will appeal to teenagers. They will have the opportunity to use computerised sewing machines to embellish their work and to create the buttonholes on the back of their cushions.
During year 9 Pupils will be expected to complete a piece of practical work which demonstrates many skills accurately, using a variety of materials and equipment safely.Pupils will also complete a variety of written and learning tasks.
G.C.S.E. TEXTILES - AQA EXAMINATION BOARD
60% COURSEWORK / 40% WRITTEN PAPER( F OR H level)
During year 10 all students will learn a variety of techniques which will help to prepare them for the completion of their own personal choice of themed coursework. Decorative techniques which will be learned include stencilling, printing, applique, loose applique, wired applique, English quilting, Italian quilting and patchwork. Additional techniques include seam construction, piped, frilled and flange edgings. Students will also learn about the construction of fabrics, their properties and application and related studies of industrial practices and quality control within the textile industry.
During the Summer term of Year 10 students will decide upon their own chosen topic and write their own design brief. The coursework must include a piece of practical work. Past choices have includes hats, bags, prom dress, children’s wear, decorative cushions and wall hangings. An accompanying folder of related research and development is also submitted for this examination.
Once the design brief has been decided then the following written work must be completed in full and submitted for moderation. All the work is presented in an A3 folder and can be hand written, word processed or both.
(These three friends decided to make their
prom-dresses for their GCSE coursework
)
1. The written work
Order of work
- Research - mood board, comparative shop, looking at existing products, interview and questionnaire.
- Analysis of the research. What has been found out from the research?
- Design Specification which is based on the findings of the research. These are written as statements and include purpose of the item, style, shape, cost, maintenance, safety, environmental issues .
- Initial ideas based on the design specification. These should be drawn in pencil and annotated well.
- Final idea - what do you intend to make?
- Development of the solution - this section will include relevant samples with comments to show the progression and development of the final idea.
- Plan of making
- Evaluation, testing and modification
- Social issues, industrial practices and systems and control
Each section of work is given a grade according to the level of criteria met on the examination board marking scheme. Eventually an overall grade is given for this folder of work. Grades range from A* to U.
2. The practical work
also receives a separate grade. It is marked on the correction of working errors, the appropriate use of equipment, the production and effectiveness of the outcome, and the level of accuracy and finish. Grades range from A* to U.
Using a set matrix these combined grades award marks from 90 to 0 which are carried forward towards the final awarded grade.
The completion of the folder work will progress alongside the practical work. Both need to be finished on the 1st March.
3. The written examination
consists of a 2 hour paper for both the foundation and higher level. To make revision easier, on the 1st March the examination board issues information to the student about the detailed research and revision needed for the forthcoming written paper. Past topics have included denim, recycling, dressing up clothes for young children based on native American Indians. All the students have found this type of revision to be very beneficial and focussed.
The Textile department has maintained a high standard of work throughout recent years and achieved very satisfying and worthwhile grades from all the students.
Here are some photos which are examples of the practical work undertaken in recent years. Most students receive A or B grades for their practical outcomes.
 
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