Intent of curriculum 

Our intent for the curriculum is to support student independence, through creativity, problem solving, and the development of lifelong skills. 

Our curriculum acts as the building blocks to enable students to not only study the subject beyond Key Stage 5 but also allows them to be self-sufficient in an ever-changing world. We hope that students leaving our department at Key Stage 3 understand of how to bring together learning from across the curriculum to create and develop products that can solve issues for specific clients, as well as understanding the nutritional needs of different consumer groups and how to accommodate this. If students continue to study with us through Key Stage 4/5 this basic understanding should evolve into a more technical approach, whilst allowing them to explore their creativity and passion for the subject. 

We will support students to be able to take measured risks with both creativity and problem solving, whilst always using a backdrop of environmental, cultural, and social issues. Fundamentally we want students to be able to take every opportunity to learn by having a go and reflecting on the outcome. 

Implementation of curriculum 

As a department we are driven by providing a learning environment that both challenges and supports our students to gain confidence in practical skills, whilst guiding them through a safe process. Ultimately, we work to encourage students to link their subject knowledge with practical outcomes so they are aware of why we do what we do and can reflect on their own practice. This is often based in the iterative process of design work but within Food Technology we work on 5 areas of development – Skill, Nutrition, food safety, food provenance and food choice. By covering all areas of Key Stage 4/5 in Key Stage 3, we give those students who continue to study with us a step up to the GCSE/BTec, whilst making sure those who leave us have a solid footing of the curriculum that will support them through life. 

We will always differentiate lessons through task, support or outcome. We make sure we support both disadvantaged and SEND students by early identification and monitoring to allow them the same access to both the curriculum and progress. 

Design and Technology is broken into 4 different strands – Identification of the problem, design development, making and evaluation. This is also reflected in Food Technology where students study adaptation of recipes, planning, making and evaluation. Throughout Key Stage 3 there is a balance of D&T and Food lessons and recently we have introduced BTEC Engineering during Y10 to allow for a more vocational approach. Therefore, many of the skills needed for the Engineering course are taught within the Key Stage 3 D&T curriculum. If students continue on to Key Stage 5 we have a robust curriculum that demands a certain level of independence that prepares them for both University or an Apprenticeship. 

The department has a clear focus of 50% of the curriculum being practical and 50% theory based. Lessons in practical work will often support the theory outcome and vice versa. Teachers within the department have worked collaboratively on a curriculum map which meets the Key Stage 3 national curriculum (See Below). This has informed the Subject Knowledge & Understanding (SKUs) within the different years that contain an Intent/Implementation/Impact specifically for each topic. As well as this the SKUs include key terminology that will be promoted in lessons to broaden the D&T vocabulary for the students. 

Impact of curriculum 

We are confident that through the content of the curriculum and the way in which it is delivered that all D&T subjects will have a profoundly positive impact on students’ to be independent learners and ultimately independent adults. We expect that students will have a sound understanding of the curriculum, be good problem solvers, have excellent practical skills and are reflective on their approach, allowing them to take measured risKey Stage  that they can confidently learn from. We will measure this in several ways:  

• Success Sheets at Key Stage 3 to assess the 4 areas of the unit being studied. 
• Reviewed learning points throughout Key Stage 3 to consolidate learning and correct misconceptions.  
• Knowledge tests throughout Key Stage 3, 4 & 5  

• Ongoing individual assessments of NEA work that inform lesson planning. 
• Shared best practice through lesson observation and work scrutiny’s. 
• Data analysis – PP champion, SEND identification in Subject meetings and tracking by staff and HOD. 
• Destination tracking through the tracking board in HOD office 
• Moderation of all work Key Stage 3-5 at regular intervals.