Head of Faculty
Mr Jonathan Bell
In Technology students combine practical and technological skills with creative thinking to design and make products and systems that meet human needs. They learn to use current technologies and consider the impact of future technological developments. They learn to think creatively and intervene to improve the quality of life, solving problems as individuals and members of a team.
Key Stage 3
Our Technology course draws together the specialisms of Food, Textiles, Graphics, Resistant Materials and Electronics. Students are encouraged to design and make to a high quality, and to evaluate their work critically.
Key Stage 4
GCSE courses offered by the Technology Faculty currently include:
- Graphic Design
- Child Development
- Food Preparation and Nutrition
Key Stage 5
GCE AS and A2 courses offered by the Technology Faculty include:
- Graphics Level 3 BTEC National Diploma (Tech Level)
- Design Engineering
- Level 3 Diploma Food Science and Nutrition
The ‘Give me 5’ project is an introduction to Food Technology at Tadcaster Grammar School. The focus is on three key areas of Food Technology:
- Safety and hygiene
- Cooking and nutrition
- Practical skills and knowledge
The ‘Food Around the World’ project explores a variety of dishes from other countries and cultures around the world. The project has 3 main sections:
- Review of safety and hygiene
- Food around the world
- Signature multicultural dish
The ‘Investigating Food’ project allows students to develop the practical skills gained in Year 7 and 8 Food Technology, alongside equipping them with some of the knowledge and understanding required if they choose to study Food Preparation and Nutrition GCSE. The project will cover:
- Function of ingredients
- Extraordinary Eggs
- Brilliant Bread
- Food Safety and Hygiene
Food Preparation and Nutrition GCSE
The Food Preparation and Nutrition GCSE is an exciting and creative course which focuses on practical cooking skills to ensure students develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials. At its heart, this qualification focuses on nurturing students’ practical cookery skills to give them a strong understanding of nutrition.
Students will study for the written paper. This builds upon the KS3 Programmes of Study to further develop knowledge and understanding of a wide range of materials, ingredients and standard components. They are given the opportunity to gain a working knowledge of the functional and nutritional properties of food through the principles of food science and healthy eating.
Students will complete two tasks which will be internally assessed. Task 1: Food Investigation and Task (30 marks) 2: Food Preparation Assessment (70 marks). These tasks constitute 50% of the total marks. The rest of the year will be spent on exam preparation and techniques for the terminal examination which constitutes the remaining 50% of the total marks.
Subject content during Years 10 and 11 include:
- Food, nutrition and health – Macronutrients, micronutrients and nutritional needs and health.
- Food science – Cooking of food and heat transfer, functional and chemical properties of food.
- Food safety – Food spoilage and contamination and the principles of food safety.
- Food choice – Factors affecting food choice, British and international cuisines, sensory evaluation and food labelling and Marketing.
- Food provenance – Environmental impact and sustainability of food, food processing and production.
Emphasis will be placed on food preparation skills with weekly practical activities and students are expected to bring ingredients on a regular basis in order to produce the required dishes. The school will provide ingredients for investigation and evaluation activities.
Level 3 Diploma Food Science and Nutrition
Years 12 and 13
The Level 3 Food Science and Nutrition qualification allows students to gain a wealth of knowledge about the food and nutrition industry. Students will have the opportunity to learn about the relationship between the human body and food as well as practical skills for cooking and preparing food. An understanding of food science and nutrition is relevant to many industries and job roles,care providers and nutritionists in hospitals use this knowledge, as do sports coaches and fitness instructors. Hotels and restaurants, food manufacturers and government agencies also use this understanding to develop menus, food products and policies that support healthy eating initiatives. There are many employment opportunities within the field of food science and nutrition that are available to graduates.
The Level 3 Diploma in Food Science and Nutrition has been designed to provide students with underpinning knowledge, understanding and skills to progress to further study and training. It offers exciting and interesting experiences that focus on applied learning, i.e.the acquisition of knowledge and understanding in purposeful contexts linked to the food production industry. The course is assessed through a combination of written examination, projects and case studies to cater for different learning styles.
Two compulsory units (units 1 and 2) and then a selected optional unit.
Unit 1: Meeting the nutritional needs of specific groups.
This unit allows students to demonstrate an understanding of the science of food safety, nutrition and nutritional needs in a wide range of contexts, and through ongoing practical sessions, to gain practical skills to produce quality food items to meet the needs of individuals.
Unit 2: Ensuring food is safe to eat
This unit will allow you to develop your understanding of the science of food safety and hygiene; essential knowledge for anyone involved in food production in the home or wishing to work in the food industry. Practical sessions will support the gaining of theoretical knowledge and ensure learning is a tactile experience.
Studying one of the two optional units; experimenting to solve food production or current issues in food science and nutrition, allows for the opportunity to study subjects of particular interest or relevance to students, building on previous learning and experiences.
Lessons give a balance of practical skill development and knowledge requirements, some of which can be theoretical in nature. Students are encouraged to work independently for at least one hour per week within school to consolidate learning from the lessons. Private study at home is largely working on assignments set in lessons designed to further knowledge and understanding.
Method of Assessment:
Assessment is through a combination of a written examination and external assignment set and marked by the examination board and two centre marked assignments. Students will be awarded a Distinction, Merit or Pass (these carry equivalent UCAS points as an A, C and E grade at A-Level respectively).
In Year 7, Students learn the basic skills involved in Textiles, and produce a decorated, fabric reusable bag. The Year 7 course will cover:
- Health and safety in Textiles
- Threading and controlling the sewing machine
- Producing and embellishing a reusable bag
In Year 8 Textiles students will revise and develop the basic skills learned in Year 7, along with learning new techniques and producing a cushion cover. The Year 8 course will cover:
- Health and safety in Textiles
- Development of basic textiles skills and knowledge
- Producing a cushion cover decorated using applique
In Year 9, students are given more creative freedom and will create a pair of sleep shorts. Students will be given the opportunity to use a variety of decorative techniques to embellish their shorts. The Year 9 Textiles course aims to prepare them with some of the knowledge and skills required if they choose to take Textiles at GCSE. The Year 9 course will cover:
- Embellishment techniques
- Using a pattern
- Assembling and finishing a garment
Textiles Level 2 Certificate
Years 10 and 11
The course will develop a wide range of both designing and making skills, including researching and working with different tools and materials. Students will learn how to make items which are functional, aesthetically pleasing and fun to create.The course will develop a wide range of practical skills including surface decoration, joining and finishing, combining materials and colouring fabrics.
Method of Assessment:
Unit 1 Exploring craft and enterprise skills – 25% of total marks – internally assessed
Unit 2 Research and develop design ideas for craft items – 25% of total marks – internally assessed
Unit 3 Respond to a craft brief – 25% of total marks – externally assessed
Unit 4 Produce final craft work – 25% of total marks – internally assessed
Students will be awarded a Distinction, Merit or Pass.
Technology (Cambridge Nationals Level 2/3 Child Development)
Students will learn about the decisions involved in starting a family and the needs of children along with looking at aspects of pre-conceptual and antenatal health, development of the baby, labour and the newborn baby. We also look at how factors such as feeding and health issues, toys, games and books, safety within the home and outdoors, and the roles of other people can shape the development of a child.
Assessment is broken down into 3 units:
- Unit 1 – Written examination: Health and well-being for child development (50% of overall mark)
- Unit 2 – NEA task: Understand the equipment and nutritional needs of children from birth to five years (25% of overall mark)
- Unit 3 – NEA task: Understand the development of a child from birth to five years (25% of overall mark)
Design and Technology
Students will undertake a range of design and make activities, in these activities they will be assessed on their ability to research, design, develop and manufacture products. The content of the year is as follows:
- Health and safety
- Automata – working with materials to create a mechanical toy
- Computer Buddy – electronics and plastics project
- CAD/CAM Sweets box
Students will continue to undertake a range of design and make activities, in these activities they will be assessed on their ability to research, design, develop and manufacture products. The content of the year is as follows:
- Health and safety
- Wacky Racer – Electronic systems and foam modelling project
- CAD CAM – Picture frame and blister pack
- Computer Aided Design – Google Sketchup
Students will undertake a range of design and make activities that will prepare them for GCSE, in these activities they will be assessed on their ability to research, design, develop and manufacture products. The content of the year is as follows:
- 3D sketching and rendering
- Electronic programmable game
- Architecture project
- Packaging Design
Technical Award Graphics Design
Students will have the opportunity to explore the following disciplines: Illustration Advertising Graphics Branding and Corporate Identity Packaging Graphics Typography Digital Design Communication Graphics.
Method of Assessment
Unit 1 Introduction to Graphic Design – Internally and externally assessed.
Unit 2 Graphic Design Practice – Internally and externally assessed.
Unit 3 Responding to a Graphic Design Brief – Internally and externally assessed.
Unit 4 Graphic Design Portfolio – Internally assessed.
External assessment – 10 hour Practical examination 50% of final grade.
The eduqas 9-1 Electronics specification ensures that learners have the scientific and mathematical knowledge and understanding, and the engineering skills, to tackle problems in an electronics context. GCSE Electronics aims to develop and maintain the learner’s interest in engineering subjects and the appreciation of their relevance to their everyday lives. Learners will develop scientific knowledge and conceptual understanding of the behaviour of analogue and digital electrical/electronic circuits including a wide range of electronic components.
Component 1: Discovering Electronics: Written Paper 1 ½ hrs 40%
Component 2: Application of Electronics: Written Paper 1 ½ hrs 40%
NEA task – The NEA (Non-exam assessment) contributes 20% to the final assessment. It requires each learner to produce a single extended system design and realisation task independently. The task builds on the systems developed throughout the specification and the requirement to relate practical circuit design and construction to knowledge and understanding within Components 1 and 2.
BTEC Level 3 National Diploma in Graphics is equivalent in size to 2 A Levels
The qualification is designed to give learners a technical understanding of Graphics. Learners gain knowledge and skills in areas such as typography, illustration and web design to produce vocational projects in graphic design.
This qualification is designed to support progression to employment or a university course in the area of graphics.
Programme of study
- Unit 6 Managing a Client Brief
- Unit 7 Developing and Realising Creative
- Unit 8 Professional Practice in Art and Design
- Unit 10 Graphics Materials, Techniques and Processes
- Unit 13 3D Design Materials, Techniques and Processes
- Unit 21 Typography
- Unit 22 Graphics for 3D
- Unit 23 Branding in Graphic Design
- Unit 24 Graphic Illustration
Students will be enthused and challenged by the range of practical activities and assignments.
Learners will be given opportunities to:
- Demonstrate practical and technical skills using appropriate materials, techniques and processes
- Complete realistic tasks to meet specific briefs or particular purposes
- Write up the findings of their own research
- Use case studies to explore complex or unfamiliar situations
- Carry out projects for which they have choice over the direction and outcomes
Method of assessment
Unit 6 & 7 are externally set and marked practical exams (5 hours assessment period) Units 8, 10, 13, 21, 22, 23 and 24 are internally assessed assignments which are subject to external standards verification
A Level in Design Engineering
A focus on iterative designing – Students will learn to deliver their thinking and design skills through iterative design processes that allow them to ‘explore, create and evaluate’ following practices and strategies used by the creative, engineering and manufacturing industries.
This A Level qualification requires students to identify market needs and opportunities for new products, initiate and develop design solutions, and make and test prototypes/products. Learners should acquire subject knowledge in design and technology, including how a product can be developed through the stages of prototyping, realisation and commercial manufacture.
Programme of study
- Component 01- “Principles”
- Component 02 – Unseen Challenge
- Component 03 – Interactive Design Project
- Study methods
Students will receive a mixture of taught theory lessons which will be delivered in various formats, including research tasks; practical investigation, collaborative team work challenges, critical thinking, problem solving, independent study, student presentations and product analysis are just some of the study methods employed.
Method of assessment
- Component 01 – “Principles” written paper, 75 Marks, 1 Hour and 30 Minutes, 25% of A Level
- Component 02 – Unseen Challenge design and written paper, 75 Marks, 2 Hours and 30 Minutes, 25% of A level
- Component 03, 150 Marks, Approx 45 Hours, 50% of A level