The aim of this course is to encourage students to use a range of materials when designing and making three-dimensional products.  The Design & Technology course calls for students to become independent and creative problem solvers. They must look for needs, wants and opportunities, responding to them by developing a range of design ideas and making products. This course combines practical skills with an understanding of aesthetics, social and environmental issues, function, and industrial practices. Students reflect on and evaluate relevant present and past design and technology, its uses and effects.  The course seeks to help students to become discriminating and informed users of technology and innovative designers of products.  It also encourages them to think and intervene creatively to improve the quality of life for society.

Lessons within Design & Technology are a combination of focused practical tasks that are aimed at developing specific skills and knowledge, and a range of projects that have been carefully designed to be enjoyable and realistic to industrial situations.  All students complete a Design and Make project of their choice, in response to a range of contexts set by the examination board, which counts for 50% of their GCSE marks.

The course in Year 9 will be focused on learning the Core Technical Principles for the GCSE in Design and Technology.  These core principles include the following:

• new and emerging technologies
• energy generation and storage
• developments in new materials
• systems approach to designing
• mechanical devices
• materials and their working properties.

The year will include a range of projects that cover the core skills needed for the first section of the final Year 11 examination.

The course in Year 10 will focus mainly on the specialist extension skills required for the second half of the examination.  These are focused around Timber, metal-based materials and polymers or Paper and Boards.  The year will include working on projects that increase skills and knowledge in this area.  Students will also work on developing their confidence in the mathematics required to confidently respond to design situations and technical questions.

All students develop an in-depth knowledge and understanding of the following specialist technical principles: • selection of materials or components • forces and stresses • ecological and social footprint • sources and origins • using and working with materials • stock forms, types and sizes • scales of production • specialist techniques and processes • surface treatments and finishes.

In the Spring Term students will start preparing for the Non-Examined Assessment project that will start on the 1st June.  This project accounts for 50% of their final mark.

This year will focus mainly on the completion of the Non-Examined Assessment project.

This is a Substantial design and make task based on a Context that is set by the examination board.  The project is individual and students are encouraged to create their own design brief in response to one of the contexts.  Students are assessed on: • Identifying and investigating design possibilities • Producing a design brief and specification • Generating design ideas • Developing design ideas • Realising design ideas • Analysing & evaluating

All students will produce a prototype and an A3 portfolio of evidence.

Assessment:

• One examination of 2 hours. 50 % of total marks
• NEA Individual Project.           50 % of total marks

Course content and structure:

The first year will focus on giving students opportunities to develop confidence in using basic kitchen equipment and develop the core skills, which form the backbone of the GCSE course.  These will range from basic hygiene and knife skills, to sauce making, tenderising and much more.  These skills will be taught through focussed practical sessions, accompanying food preparation tasks and supplemented with a range of theory workbook activities.

Towards the end of the year, students will begin to develop a more detailed knowledge of macronutrients, healthy eating, balanced meals and how to analyse the nutritional content of the food that they have prepared.  Students will be expected to complete regular practical and theory assessments to inform them of the progress that they are making.

During year 10, students will build upon the basic skills developed during the first year of the course to equip students with the practical skills and knowledge they will need to complete the final elements of the course.  Theoretical focus will be on food nutrition and health, food science, food safety, food choice and food provenance.  Students will continue to prepare a wide range of dishes to support their understanding and continue to develop core skills and refine practical technique.  Practical and theoretical assessment will continue to be a regular feature in lessons along with the collection of key portfolio evidence.

In Year 11 students have to complete two independent projects that form 50% of their final marks.

Task 1: Food investigation: Students' understanding of the working characteristics, functional and chemical properties of ingredients. Practical investigations are a compulsory element of this task.

Task 2: Food preparation assessment: 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.

This GCSE is assessed by:

One examination of 1 hour 45 minutes

50% of total marks

Two Individual Projects.

50% of total marks 

Task 1: Written or electronic report (1,500–2,000 words) including photographic evidence of the practical investigation.

Task 2: Written or electronic portfolio including photographic evidence.

Course content and structure:

This course is practically based and prepares students to enter employment in the horticultural sector or to progress onto further education vocational qualifications. Students are able to develop a knowledge and understanding of opportunities that exist within the horticultural industry.

 Students taking the ABC level 1 in Horticulture will follow a course comprising of eight units. The units, once passed, will provide an equivalent qualification to a 3-1 grade at GCSE. All the units are practical based and are assessed throughout the course in stages. The units are:

• Maintaining the safety of self and others in the workplace.
• Principles of the maintenance of equipment.
• Principles of identifying the presence of, and controlling common pests and disease.
• Introduction to garden design.
• Care of planted area.
• Plant selection.
• Understanding organic horticulture.
• Identify weeds.

 Students will be required to have appropriate outdoor all weather clothing and suitable safety boots to undertake the practical nature of the units.

Assessment:

This ABC qualification is assessed through coursework and practical tasks, supported by written and recorded evidence, which will make up each student’s coursework folder.

Course content and structure:

This course is practically based and prepares students to enter employment in the Motor Vehicle Maintenance sector or to progress onto further education vocational qualifications. Students are able to develop a knowledge and understanding of opportunities that exist within the motor vehicle industry.

Students taking the ABC level 1 in Motor Vehicle Studies will follow a course comprising of twelve possible units. The units, once passed, will provide an equivalent qualification to a 3-1 grade at GCSE. All the units are practical based and are assessed throughout the course in stages. The units are:

• General health & safety; In case of fire, Fire extinguishers, Personal protection, PPE, Safe use of machinery, Electrical safety, Flammable substances, Manual handling, Safety regulations
• Vehicle engine lubrication; Used engine oils, checking & topping up oil level, types of engine oils, changing engine oil & filter, checking work.
• Vehicle cooling systems; Reasons for a cooling system, types of cooling systems, air cooling, liquid cooling, topping up cooling systems, antifreeze, draining and refilling cooling systems.
• Fuel & exhaust systems; The main components of fuel systems, petrol fuel systems, diesel fuel systems, the main components of an exhaust system.
• Engine operating systems; Main components of an engine, the four-stroke cycle, two-stroke cycle, dismantling & reassembling an engine, checking work.
• Vehicle spark Ignition systems; The main components, removing and replacing ignition systems components, checking ignition timing.
• Braking systems; The main components of a braking systems, hydraulic operation,
• Vehicle electrical systems; Battery, fuses, wiring, switches, relays, motors, alternators, lighting components, removing and replacing electrical system components, soldering a terminal
• Transmission systems;  Gearbox, clutch, final drive, drive line, single / multi plate clutches, rear wheel drive, torque converter operation.
• Vehicle steering & suspension systems;  Major components of the steering systems, rack & pinion, power steering, purpose, springs, torsion bar, leaf springs, coil springs, dampers, struts.
• Vehicle wheel & tyre systems;  Tyre sidewall markings, speed index, remove & refit tyres, valves, tube & tubeless, run flat wheel and tyres, pressure-monitoring systems.
• Vehicle body & Interior cleaner;  Why valet – road safety, resale value, fuel consumption, preparing to valet, carrying out a valet service, selecting and using cleaning materials.

Assessment:

This ABC qualification is assessed through coursework and practical tasks, supported by written and recorded evidence, which will make up each student’s coursework folder.