In Art, Design and Technology we believe in celebrating our creativity. As George Bernard Shaw said, “Imagination is the beginning of creation”. Art, Design and Technology contribute to our learning and faith community by:
For the two years of Key Stage 3 at Cardinal Heenan pupils are placed in broad ability sets and work around a rota of different specialisms, changing each term. All pupils will access core units in Food, Textiles and Resistant Materials. In addition pupils will access a number of additional units including graphics, electronics and additional units in Food, Textiles and Resistant Materials.
The emphasis in Years 7 and 8 is to provide pupils with a broad and varied experience of technology in as ‘hands- on’ a way as practical. Pupils are set a number of design briefs, producing ideas in response to them and then creating their products. Pupils are taught to use a wide range of tools and equipment safely, including machinery to help them with their making. They work with materials including wood, metal, plastic, fabric, card and electronic components. Pupils learn to evaluate products, generate ideas, sketch solutions and model their creations.
Current design & make projects include a desk tidy in wood and acrylic, a hat in polyester fleece, a board game, sweet packaging and an MP3 amplifier using electronic components. In food lessons pupils prepare and cook a wide range of dishes including scones, cookies, pancakes, pizza, fruit salad, apple crumble and spaghetti Bolognese.
Pupils are set by ability. Since they rotate each term they are also assessed each term on the work they have completed. Practical work is assessed using National Curriculum levels. Most units of work involve a design element, the making of a product and the acquisition of specific skills and knowledge. An end of unit test is normally set towards the end of each term. Other assessments of classwork, homework and practical work take place.
Pupils are advised to access a wealth of information available via the internet, especially sites such as How Stuff Works. They are encouraged to visit the several good museums in Leeds where the enquiring mind can find, see, hear, smell (and sometimes touch) some of the technology that made Leeds famous.
From Year 9 onwards pupils may opt to study GCSE Food Technology or GCSE Resistant Materials Technology
Pupils follow the specification in Design Technology: Food Technology set by the AQA examining body (Specification Code: 4547)
Autumn Term: After an introduction to the course, pupils study the function and properties of food, nutritional properties of food and pastry. Practical work related to these topics is carried out. A GCSE recipe booklet is provided to each student.
Spring Term: Pupils learn about combining ingredients, sensory testing and labelling and packaging. Practical work related to these topics is carried out.
Summer Term: Pupils learn about acids and alkalis, standard components, equipment, food safety, hygiene and additives. Practical work related to these topics is carried out.
Pupils spend Year 10 completing a controlled assessment. This assessment is 60% of the GCSE course, so it essential that pupils keep up with the work. The assessment brief is set by the AQA examining body, although the pupils do have some flexibility about what they design and make. The project continues into Year 11, finishing in February.
Autumn Term: Pupils complete their controlled assessment.
Spring Term: Pupils are given preliminary material issued by the AQA examining body in preparation for the GSCE written paper. Time is spent researching the context of this, completing past papers and revision, using a revision booklet provided by the school.
Assessment: GCSE Controlled Assessment 60%; GCSE Examination Paper 40%
The GCSE course encompasses a major coursework project, worth 60% of the total GCSE marks. In this project pupils start with a design brief and demonstrate skills in developing and making a product from food. The remaining 40% of the marks are for an examination on the theoretical aspects of the subject. Pupils are set a variety of homework tasks. Sometimes this is completing a piece of design work. At other times it is a piece of research or learning some of the theory taught in lessons.
Pupils follow the specification in Design Technology: Resistant Materials Technology set by the AQA examining body (Specification Code: 4560)
The emphasis in Year 9 is to develop pupils’ confidence and skills in working with a range of materials, tools and machinery. Pupils work in mixed ability classes making several projects chosen to develop either their practical skills or their designing skills or both. The first project involves making a small storage box in wood with lap joints and either a sliding, hinged or lift off lid. This is followed by the making of a candle holder in mild steel introducing them to brazing, lathe work and taps and dies. To allow more scope in designing, the next project is a making a clock using a standard quartz module with acrylic as the primary material but allowing the use of wood and metal as well. The final project of the year is to design and make a trophy for a specific event. There is a freedom of choice with materials but pupils are encouraged to be original and creative and to use CNC machinery where appropriate. By the end of the year pupils will be familiar with all the common materials, tools, machines, techniques and processes required for the course. Additionally they will have learned the importance of developing their ideas through sketching and modelling, in order to gain higher examination marks.
The emphasis in Year 10 is to develop pupils’ ability to produce quality design folders: these are worth roughly twice as many marks as the actual product they make. The first project involves designing and making an automata or mechanical toy during which pupils learn about mechanisms and linkages. This is followed by an educational toy which has to be designed appropriately for the specified target market. The third project is to design and make a novelty money box again for a specific target market. By this stage pupils are very familiar with process of investigating, designing, sketching, modelling, planning and making a product. This is their last project before embarking on their Controlled Assessment, worth 60% of the total GCSE marks available. In the summer term of year 10 pupils will be set a design task provided by AQA. They will carry out an investigation (worth up to 8 marks) and then begin developing a design solution (worth up to 32 marks).
In September of year 11 pupils finalize their development work, including modelling and evaluating their work so far. Detailed planning is required to demonstrate their understanding of the task ahead, including timings, quality control and safe working practice. Pupils are required to demonstrate as much independence as practical, particularly to access higher grades. By October half term all pupils should be making their designs. Apart from a brief interlude of preparation for the mock examination in November, the controlled assessment is the focus until March. After Easter lessons are devoted to preparing for the examination paper, worth 40% of the total GCSE marks available.
Assessment: GCSE Controlled Assessment 60%; GCSE Examination Paper 40%
Many assessed pieces of homework are based on the Lonsdale ‘Essentials’ Student Workbook. Other research activities are assessed. Pupils’ work is marked against examining body grade descriptors: pupils are provided with their own copy of these descriptors, to help them identify how they may improve their work further. Tests on specific topic take place, in addition to annual formal examinations and homework.
Board: AQA Subject Code: 8552
Written examination: 2 hours - Percentage of total marks 50%
Section A—Core technical principles (20 marks)
Section B—Specialist technical principles (30 marks)
Section C—Designing and making principles (50 marks)
Non-exam assessment (NEA) - Percentage of total marks 50%
Non-exam assessment: 30-35 hours approx.
Practical application of:
GCSE Design & Technology – D&T – Revision Guide
GCSE Design & Technology – D&T– Workbook
Places of interest/events to visit connected with the syllabus
The Design Centre – London
Armley Mills Industrial Museum – Leeds
Railway Museum – York
Board: AQA Subject Code: 8585
Examination: Food preparation and nutrition - Percentage of total marks 50%
Written exam: 1 hour 45 minutes
Theoretical knowledge of food preparation and nutrition from Sections 1 to 5.
• Multiple choice questions (20 marks)
• Five questions, each with a number of sub questions (80 marks)
Task 1: Food investigation (30 marks) - Percentage of total marks 15%
Students' understanding of the working characteristics, functional and chemical properties of ingredients.
Practical investigations are a compulsory element of this NEA task.
Task 2: Food preparation assessment (70 marks) - Percentage of total marks 35%
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 3 hours, planning in
advance how this will be achieved.
How it's assessed
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. Photographic evidence of the three final dishes
must be included.
Revision Guide for GCSE Food preparation and nutrition
Board: WJEC Subject Code: 601/0543/4
This qualification consists of three units, one externally assessed examination and two internally assessed units:
External Assessment - Percentage of total marks 25%
Online Examination: 1 hour
Unit 1: Safety and Security in Construction will be externally assessed.
Internal Assessment - Percentage of total marks 75%
The following units are internally assessed:
The Level 1/2 award focuses on
Other areas covered
The qualification has been devised around the concept of a ‘plan, do, review’ approach to learning: Pupils are introduced to
This approach mirrors many work related activities in constructing the built environment and also provides for learning in a
range of contexts, thus enabling learners to apply and extend their learning.
Places of interest/events – Encourage your child to find out about the following concepts by online research and by talking to
people who work in the industry.
Joinery: Carpentry, Hardwood, Softwood, Dovetail, Tenon, Timber, Ironmongery, Grain, Paring, Resinous, Seasoning, Screws,
Nails, Glue, Sawn, Panel, Casement, Scribed, Shoulders, Hinges, Chisel, Hammer, Bench hook, Smoothing plane.
Brickwork: Mortar, Masonry, Bricks, Blocks, Cement, Lime, Aggregate, Header, Stretcher, Course, Closers, Gauge, Sand, Quoin,
Damp-proof course, Bond.
Plumbing: Solder, Capillary, Copper, Joint, Oxidisation, Heat, Pressure.
Electrical: Cable, Isolation, Miniature circuit breaker, Residual current device, Switch, Conduit, Trunking, Light, Surge, Circuit,
Other: Plastering, Decoration, Roofing, Ladders, Trestles, Scaffold, Waste.
Health & Safety: Risk Assessment, Protection, Manual Handling, Personal Protective Equipment.