Design and Technology and
Food Preparation and Nutrition

Our curriculum is a big picture approach to skills and knowledge development. Pupils have regular opportunities to express themselves, linked to a variety of contexts using different media, materials and ingredients. Each pupil has their own folder or book which moves with them through the school. This provides them with concrete evidence of their skills and knowledge development. We are attempting long term skills and knowledge development in a series of short rotations. We believe pupils should have access to that which has been handed down through the ages and unashamedly teach traditional as well as modern technologies.

Design and Technology overarching principles

Learn the origins and working properties of a variety of common materials.

Learn how to use tools to manipulate, Join, embellish and finish different materials.

Gain experience in the practical elements of making.

Learn how to engage in an iterative process of designing and making to develop original products of worth.

Food overarching principles

Instil a love of cooking and allow creative expression through preparing food.

Learn how to feed themselves affordably and well.

Learn the science behind and apply the principles of nutrition and healthy eating.

Learn the working characteristics, functional and chemical properties of ingredients.

Design and Technology GCSE

Product Design or Fashion and Textiles

Exam Board and qualification:

OCR GCSE (9-1) Design and Technology J310 A

Course description:

This qualification will give learners an opportunity to engage with creativity and innovation and understand how they can be enhanced by the application of knowledge from other disciplines across the curriculum such as mathematics, science, art and design, computing and humanities as well as the practical and technical knowledge and understanding they will learn from Design and Technology.

Design and Technology is a subject that brings learning to life, requiring learners to apply their learning to real-life situations. This qualification aims to relate authentic real-world awareness of iterative design practices and strategies used by the creative, engineering and manufacturing industries. Learners will be required to use critical thinking leading towards invention and design innovation, to design and make prototypes that solve real and relevant problems, considering their own and others’ needs, wants and values.

It consists of two parts 01 and 02: one examined and one internally assessed and externally moderated, comprising 50% each.

All candidates sit the same exam paper there are no foundation and higher tiers.

Principles of Design and Technology (01) Worth 50% of the final grade.

Written and drawn paper OCR-set and marked 2 hours

The paper is split into two sections. Section A (55 marks) and Section B (45 marks). Both sections will have a mixture of different levels of questions including one extended response question.

Section A of the paper consists of three sets of wider questions that predominantly require learners to demonstrate their ‘core’ knowledge however there may be some questions that rely on learners to draw on their ‘in-depth’ toolkit of knowledge.

Section B of the paper will predominantly assess ‘in-depth’ knowledge. Learners will be able to choose a product within a situational context in order to demonstrate their deeper understanding of materials and/or systems and the developments and manufacture of prototypes and products in relation to their main area of learning. A minimum of 15% of the paper will assess learner’s mathematical skills as applied within a Design and Technology context. Use of calculators is allowed.

Iterative design challenge (02) non-exam assessment Worth 50% of the final grade.

The ‘Iterative Design Challenge’ requires students to design and make prototypes through iterations of exploring, creating and evaluating that constantly respond to stakeholder needs, wants and interests.

Students will develop a design brief in response to their chosen contextual challenge set by OCR. They will then generate and develop initial ideas by experimentation of processes and techniques through modelling and testing. They will use digital design and manufacture throughout the development of the final design solution and possibly while making the final prototype. They will present their final design solution through technical specification that outlines how the final design solution meets the stakeholder requirements and will support accurate production. To finish they will make their final prototype and analyse its success and validity.

Food Preparation and Nutrition GCSE

Exam Board and qualification:

OCR GCSE (9-1): Food Preparation and Nutrition J309

Course description:

The course has been designed to allow students to develop an interest in the creative aspects and enjoyment of food. They will develop confidence in using the high level skills necessary in food preparation and cooking. The course will encourage them to make connections between theory and practice so that they are able to apply their understanding of food and nutrition and food science to practical cooking. It will give them the opportunity to develop an informed approach that will help them to evaluate choices and decisions about their own diet and health.

It consists of three units: one examined and two internally assessed and externally moderated, comprising 50% for the exam and 15% and 35% for the other two units

All candidates sit the same exam paper there are no foundation and higher tiers.

Unit 01 Food Preparation and Nutrition Worth 50% of the final grade.

Written paper OCR-set and marked 1 hour and 30 minutes

It consists of ten compulsory questions including structured and free response questions, some questions that include stimulus material and some questions requiring a concise summary or synopsis.

Food Investigation Task (02 or 03) Non-examined assessment Worth 15% of the final grade.

This centre assessed task is externally moderated. It assesses the scientific principles underlying the preparation and cooking of food.

Learners are required through practical experimentation to investigate and evaluate an understanding of the working characteristics, functional and chemical properties of ingredients and use the findings of that investigation to achieve a particular result with respect to the preparation and cooking of food. The students will complete a report that explains the findings of their investigation and how these have been applied to achieve the relevant result. They will also need to provide photographs and/or visual recordings that support the investigation.

The task that OCR sets will be communicated to centres on 1st September in the academic year in which the assessment is to be taken.

Food Preparation Task (04 or 05) Non-examined assessment Worth 35% of the final grade.

This centre assessed task is externally moderated. It assesses the planning, preparation, cooking and presentation of food.

The students are required to prepare, cook and present three dishes within a single period of no more than three hours and plan, in advance, how this will be achieved. The students will complete written evidence of how they have planned, executed and evaluated the preparation, cooking and presentation of the three dishes within that three hour period and provide photographs that demonstrate their application of technical skills and the quality of the final dishes.

OCR will communicate the task set for the Food Preparation Task to centres on 1st November in the academic year in which the assessment is to be taken.

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