CURRICULUM MAP. Rota Product design Earphone Wrap

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1 CURRICULUM MAP Subject: & Technology, Product & Textiles Key Stage 3 Number of lessons 36 in each rota Healthy Cafe Product design Earphone Wrap Textiles & make Kites preparation & nutrition Textiles Product CAD/CAM Pupils will complete a range of design and make tasks in 3 key areas of design & Technology. They will use a variety of different materials and equipment to produce practical products which meet a design brief Grade Range: 3- to 1 Year 7 Key Assessment Planning for making Modelling Templates Making Practical skills Testing & evaluation Target markets Public opinion Evaluation Elements of assessment teacher, peer & self

2 Subject: Technology -, Product & Textiles Key Stage 3 36 lessons preparation Healthy main meals 36 lessons Product Technology Gumball Machine 36 lessons Textile technology & make Sea life inspired shorts or skirt ½ size modelling Grade Range: 3+ to 2- Year 8 Key Assessment modelling Planning for making Aesthetics Target markets Making evaluation

3 Subject: & Technology, Product design & Textiles Key Stage 3 24 lessons preparation and nutrition a healthy product for the school dining hall. science experimentation 24 lessons Product Technology Phone/Controller Holder 24 Lessons Textile technology Wild animal hats a range of interior fabrics Grade Range: 6 to 2 Year 9 Key Assessment Modelling Properties of materials Processes Target markets Planning for making Making evaluation

4 Subject: & Technology, Product design & Textiles Key Stage 3 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Year 10 & Technology Textiles Unit Resistant Materials Unit Product unit Underpinning knowledge History & development of subject Practical Focused practical tasks Experimenting with surface decoration Materials Fibres & fabrics Wood/plastic/metal Components Moral & social skills Cultural issues Environmental issues Manufacturing in third world countries Analysing tasks Customer profile Target market Awareness of designers Criteria s Specifications Manufacturing Flow charts Evaluations Exam preparation assessment Textiles /resist materials/ product design Customer profile Shop profile Mood board 4 individual researches Analysis of research specification Create a selection of design related to the design brief Annotated Materials & components suitable for the designs Analysis designs against design brief Final design Development of final design Unit Underpinning knowledge Practical Focused practical tasks Experimenting CAD/CAM Meal planning Portion control Basic practical skills experimentation Protein Meat Fish Eggs Cheese Milk Theory Practical Denaturation issues Sustainability Organic Seasonal Local Basic practicals experiments Carbohydrates Theory & practical Practice C/A tasks Grade Range:

5 Key Assessment assessment Grid system used to monitor students progress Practice exams ing for Target markets Suitability for target groups Tolerance of different cultures Fair trade Industrial working conditions Biomimicry Ergonomics Practical skills Healthy eating experimentation Nutrition

6 Subject: & Technology, Product design & Textiles Key Stage 3 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Year 11 Textiles Technology Resistant materials Product design assessment development Analysis of development Product specification Planning for making assessment Modelling pattern/template development development - Recipe development. Scientific testing of food ingredients Product construction assessment Quality control Manufacturing specifications Flow charts Moral & social skills HACCP Evaluation Grade Range: Exam preparation Students receive an exam preparation sheet & supporting materials Tasks relating to the exam Key Assessment ing for Target markets Suitability for target groups Tolerance of different cultures Fair trade Industrial working conditions assessment 60% of grade Biomimicry ergonomics

7 Moral, Social, Cultural & environmental issues in & Technology In and Technology, social issues can arise when a new product has been unforeseen side-effects on a group of people. This can be a good or a bad thing. Manufacturing goods abroad in third world countries. Earnings, conditions and living standards. Cultural issues Cultural issues can arise when a new product does not take into account the fact that a particular shape, pattern, colour or name can have a very different meaning to different groups of people. ers need to be aware of the different traditions and beliefs of the consumer group they intend to target, as well as what is acceptable to society as a whole. In food, we look at cultural diversity in Britain and fusion foods/cookery. Multi-cultural recipes are trialled and adapted and the cultural and religious requirements related to food are discussed. Moral issues Moral issues occur when a new product involves something that might be considered undesirable or illegal. Perhaps the most obvious moral issue in the use of natural fur garments. Another example concerns the design of children s clothing. Recently some shops were forced to remove items of clothing designed for girls from their shelves in response to public protest that they are too adult in design and inappropriate for children. In food, pupils discuss and analyse moral issues related to food production including animal welfare, organic food production and GM foods. Portion control and global food issues are also discussed. Environmental issues Environmental issues have become very important for consumers and producers in recent years. The manufacturing industry needs to take account of new materials, new manufacturing processes and demands on the global market. The constant changes in trends are very wasteful. The materials used to make products and processes used to produce them all have an impact on the environment. The impact has to be considered at each stage of the product s life cycle. Students are taught the importance of buying food in season and locally. Impact on the local community, the environment and the nutritional value of these foods is analysed. The world is precious, are we doing enough about protecting it.