Chaucer Subject Intent - Create Faculty 

We intend to teach our students that their creativity is valuable and that the ability to create can be learned. We intend to teach or students that what they see and hear in the world all around them has been created by performers, artists and designers who used skills and understanding that they can have access to. All of our individual schemes of learning are intended to expose students to a wealth or design and self-expression, which they are guided to explore, appreciate and understand. Across both key stages it is our intention that students gain cultural capital and that, more importantly, they are given the skills and knowledge to become participants in the world of creativity.

 Our approach is both cyclical and sequenced: our schemes of work will follow a repeated pattern in all disciplines within the faculty to ensure that our students are increasingly familiar with the aims and purpose of each lesson. A scheme will be centred on a specific and explicitly taught set of skills. We will examine the work of creative practitioners who employ that skill. We will provide students with a vocational brief drawn from the world of creative employment that employs these key skills and require them to consider a personal response to it. Students will be given the opportunity to explore the application of the core skills in a range of forms that become increasingly broad as our students pass through the key stages. Our students will demonstrate their learning with a final act of creativity before evaluating their own work. Each stage of this process is formally assessed and students should expect individualised targets for their own progress at each stage. To provide clarity and continuity our assessment packages are designed to be applicable in as broad a range of projects as possible. It is important to us that students have the opportunity to make significant personal choices in their own work but just as important that they share in the way their success is monitored. Many of the procedures, working practices and resources we use are shared across the faculty and, where appropriate, so is stimulus material.

The sequence in which our skills are taught has been designed so that our students continue to revisit the skills from September of year seven in all projects they encounter going forward. The skills learned first in this sequence are the everyday practice of that discipline and are iteratively added to as learning progresses. It is our intention that by the time our learners reach KS4 they are equipped with a menu of skills and techniques and the self-confidence and permission to explore their application with growing independence.

Underpinning our students understanding is a foundation of specific vocabulary and language use from which our learners can draw to express their thoughts clearly and with confidence.

It is our intention that our learners leave us with the well justified belief that creativity is something that they possess, understand and can express in the real world.

In Engineering

We intend to teach our students that Design and Technology is the relevant subject for the 21st Century.  It provides the scope for innovation and creativity in one subject.  Design, Engineering and Technology is not inherent and has to be taught. Design teaches students the creativity they need to stand out from the crowd and Technology teaches the innovation to make technological advances to keep students on the cutting edge of engineering and manufacturing which will eventually help to drive the country forward in a 21st Century technological and industrial revolution.

All of our schemes of learning are intended to equip students with the relevant and transferable skills to produce high quality outcomes in their practical work. We intend to provide students with explicit teaching and support material to fill the “literacy gap” from which our learners can create annotation and extended writing to express their thoughts clearly and with confidence. We also ensure that we frequently revisit practical and health & safety skills

 At Key Stage 4 we study vocational engineering which can lead to a wide range of creative and practical careers, from apprenticeships through to studying for a degree – over 86% of engineering-related graduates find employment within the sector.  At Chaucer School, we are looking to develop our links with industry in order to maximise all students’ life chances and improve aspirations.

In Food

We intend to both broaden and deepen our students understanding of the food that they consume and to expand their perception of what they might both enjoy and be capable of producing. Our curricular is designed to prepare students for the world of work in the food industry but also to teach them to prepare a range of unfamiliar meals that expands their cultural awareness within a realistic budget.

All of our schemes of learning are intended to equip students with the relevant and transferable skills to produce high quality outcomes in their practical work. We intend to provide students with explicit teaching and support material to fill the “literacy gap” from which our learners can create annotation and extended writing to express their thoughts clearly and with confidence. We also ensure that we frequently revisit practical and health & safety skills

Chaucer context Design & Technology

Chaucer school’s student body experiences a degree of deprivation in significant excess of national averages. Our intention to provide students with access to a wide and varied experience of materials has implications for both our budget and our curriculum approach.

In Food we intend to honour our commitment to providing every student with everything that they need without placing undue financial expectations on the families that we serve. It is important to us to balance this commitment with explicit teaching of how to source and prepare meals that are nutritious, ambitious and affordable. The experience of teaching food tasting lessons informs our commitment to broaden what we have seen as a comparatively narrow exposure to food culture.

In both disciplines we intend to provide our key-stage three students with the experience of bringing the products of their design and practical work home with pride and a sense of accomplishment. In both disciplines we intend for our key-stage four students to work in a “real-world” context and for them to see their lessons as a route to fulfilling employment in the design, catering and engineering sectors.

Curriculum description

DT Product Design/Workshop
In Product Design students learn how to cut, shape and join different materials and components using a variety of hand, machine and CAM tools, to make functional products. They follow the design process to develop an understanding of the properties of the materials they are working with, and what influences their designs. Students rotate between specialist teachers, and typically spend 8-9 weeks in each specialism within Design Technology.
Year 7
In Year 7 students work with MFD to make a Pull-Along Toy. This will often be their first experience with hand tools, and is also a good opportunity to use most of the machines in the workshop. The students will complete health and safety training with the most commonly used hand and machine tools, and learn about how to finish MDF to the highest standard. Through their design work they will look at problem solving to meet a design brief, creating a specification and designing ideas, often based on a single source of inspiration that they independently research. The design process is followed throughout with students evaluating and refining their designs to make a final product. They evaluate the product to decide how successful they have been and make recommendation for further improvement. The year 7 product design course promotes resilience, encouraging students to think through problems and correct errors rather than giving up and starting again. The course also encourages confidence with students stepping outside their comfort zones to use machine and hand tools
Year 8
In Year 8 students create a keyring or bag tag from a design brief and for the first time design for an unknown client based on strict criteria. Students research different design movements and use these as inspiration for designing their own unique key ring or bag tag. They also use CAD and CAM for the first time, designing a mould for their keyring/bag tag in the 2d design programme. This often requires a degree of deep thinking to allow them to make a reflective mould, especially if they are using wording on their bag tag. This is then cut using our laser cutter (CAM) before students cast the pewter, learning the properties of different materials to the previous year, including the correct techniques to finish pewter to the highest standard. This project builds on their machine knowledge from previous years by training them on the buffer, a high powered machine to produce a shine on pewter. Finally, this challenging project requires students to create a presentation box, utilising their mathematical skills through accurate measuring and cutting. They create a butt joint or a mitre joint using different hand tools to year 7 before finishing their box to their own high standards. Year 9: In year 9, students create a working clock using the third category of material – plastic, specifically acrylic. Students design for a specific client from a brief, enabling them to use primary research for the first time, including questionnaires and client interviews. They research the properties of both thermoplastic and thermoset plastic deciding which type of plastic is most suitable for which job, as well as looking at the sources and manufacturing of plastic. They then follow the design process before making a clock inspired by pop art, including creating a card prototype. Students are asked to use scrap materials to create this clock, thereby enabling them to understand the concept of social responsibility and the 6R’s. The aim of this project is to develop their problem solving skills, where students have a selection of different shaped acrylic pieces that they can cut, smooth, shape and buff using the equipment of their choice to create their design ideas. This project enhances their modification skills as frequently original designs do not work out, requiring students to rethink and recreate their design, mirroring real world prototype manufacturing. 
All materials are provided for each product, however students are asked to contribute towards the cost of the materials before taking them home. This is usually a nominal £1 charge.

DT Textile/Graphics Projects 
Year 7
Year 7 students work on a simple stuffed ‘Monster’ Toy project with an LED light feature. Students are given a Design Situation and Brief from which they generate a specification and design ideas before commencing their practical work. The practical consists of template making, fabric cutting, applique (running stitch), joining (blanket stitch) and stuffing their toys. The electronic component involves simple soldering as an introduction to electronics. Students work is evaluated against their specification and user’s needs.
Year 8
Year 8 students design and make a cord pull sports bag. Students are given a design brief from which they generate a specification and design ideas. The practical work begins with a fabric tie-dyeing exercise to prepare the sides of the bag. Students learn how to use sewing machines to create hems for the pull cord and to attach the sides together and loop eyelets to the bag. The bags can be enhanced with additional applique panels and pockets. Students work is evaluated against their design specification and user’s needs.
Year 9
Year 9 students design and make an upcycled Cushion. They look at the meaning of upcycling and what impact the textiles industry has on the environment. They look at the properties of different materials and how they can be suited to different jobs. They re-cap sewing machine skills and lean to create their own templates. They learn about different decoration techniques and types of applique. The project can be extended to add zips and the students to create an inner and outer pillow. They evaluate their cushion against their specification.

DT Food Projects
Year 7
Year 7 students’ work through simple skill based projects gaining and putting into practice many of the main skills that lots of recipes are based on upon e.g. boiling simmering, knife skills (claw & bridge), use of all sections of the cooker, rubbing in, mixing, blending, shaping, grating, and baking. Also the use of digital scales and measuring liquids accurately. Students learn about basic hygiene and its importance. How to keep safe in a kitchen environment, coupled with teamwork especially when washing up and putting equipment away clean. The eatwell plate and healthy hand form the focus of the nutritional study this year. With students learning about the different types of ingredient groups Students are set the task of designing a scone based pizza suitable for a teenager but reflecting the eatwell plate and gained practical skills. This allows them to make one utilising many of their gained skills, but to their own design, which is then evaluated. They evaluate products throughout to include WWW, EBI, using sensory descriptors but also to identify where they still need to improve on their own basic practical skills
Year 8
Year 8 students learn food safety, about the conditions needed for bacterial growth and how to prevent this happening – control of temperature in the danger zone being key. The hand of life is revisited, but forms the focus of the practicals – one per nutrient group. Skills/methods learned include roux sauce, healthy cakes, raising agents, (baking powder and yeast), use of the microwave, shortcrust pastry and bread. The study of macro nutrients is begun by looking at energy and the different types of carbohydrates. Bread and the function of its ingredients is included too. Proteins (plant and animal sources), and the different types of fats and different used are also investigated. Lifetime dietary needs, poor diets, government recommendations for a healthy diet and contemporary issues are also studied Students are set the task of designing a bread based pizza with a particular focus on its appearance and taste. Some groups may have this extended to making their own design improved product. It is designed to follow a specifications including a target group and sensory descriptors. Evaluations take place throughout, often using WWW, EBI, star profiles and hedonic scales. Always student consider how to further improve their practical work
Year 9
The skills and level of difficulty of the practical’s in Year 9 are increased – aeration, gelatinisation, lamination i.e. swiss roll, lasagne and roast vegetable puff pastry tarts. Students have far more independence, often choosing themselves what to make, but including a set foci ingredient – pasta, rice, or potatoes. This naturally involves them researching, planning, making as well as evaluating the products and their own performance when making them. Sustainability and environmental issues together with packaging (legal, material types) are also studied. The eatwell plate and its place in maintaining a healthy diet is revisited, leading into special diets Students are set the task of designing a healthy meal to be targeted at a named member of the Simpson family – since they cover many specific target groups. It has to be based on something they have previously made this year, but a modified improved version, based on their specification. It is evaluated afterwards together with a personal practical target they set themselves to also achieve in this practical. Evaluations take place often using WWW, EBI, star profiles, hedonic scales etc. students have to consider how to improve their products, including justifying their suggestions. They rate their effort as well as the product outcomes

Throughout KS3 school provides all the basic ingredients needed to make the products, we do ask for a contribution towards these. However students are also encouraged to bring in extra specific non-school standards, as part of the final assessed practical, should they wish to. Special diets and allergy restrictions are also well catered for.

Year 10 and 11 Design and Technology

BTEC First Award in Hospitality

The hospitality industry employs 1.6 million people (around 6% of the total working population) and is worth £55 – £60 billion per year (source

The BTEC first in Hospitality aims to:
● inspire and enthuse learners to consider a career in the hospitality industry, rather than just being a customer or patron
● give learners the opportunity to gain a broad knowledge and understanding of, and develop skills in, the hospitality industry, such as marketing and promotion, cooking, food and beverage service, and accommodation service or finance
● support progression to a more specialised level 3 vocational or academic hospitality qualification or an apprenticeship
● give learners the potential opportunity to enter employment within a wide range of junior job roles across the hospitality industry, for example waiters/waitresses, assistant front-of-house staff, temporary events/match-day hospitality staff, concessions catering assistants, fast-food servers.

The qualification is built on two core units, one mandatory unit and a variety of optional units that can be selected. Here at Chaucer unit 6 is undertaken as this links into the Food Technology work done at KS3, specifically with the independence being fostered during Y9

Core units
These units underpin the fundamental knowledge and understanding of the hospitality industry.
● Unit 1: Introducing the Hospitality Industry – this unit is externally assessed and allows learners to investigate different aspects of the hospitality industry, its component parts, the different products and services offered, and the essential processes involved in operating a hospitality business.
The exam can be taken in the January of May/June of Y11, and is 1 hour 15 minutes only

● Unit 2: Working in the Hospitality Industry – this unit covers the importance of team-working and customer service for working in a variety of roles within the hospitality industry. It also looks at other important aspects necessary to work successfully in the industry, such as personal appearance and personal attributes.

Mandatory unit
The mandatory units assess knowledge, understanding and skills that are not covered within the core units but are essential to the hospitality industry.
● Unit 3: Food Safety and Health and Safety in Hospitality. Students are required to research into an area of hospitality (e.g. restaurants) and evaluate existing companies training materials before creating their own to meet a given business scenario. This is then extending to include health and safety and the policies and regulations which govern them in the workplace

Optional Units
Although there are various ones to choose from, students will complete unit 6
● Unit 4: Costing and Controlling Finances in the Hospitality Industry
● Unit 5: Enterprise in the Hospitality Industry
● Unit 6: Planning, Preparing, Cooking and Finishing Food
● Unit 7: Food and Beverage Service in the Hospitality Industry
● Unit 8: Front Office Services in the Hospitality Industry

Unit 6
Here students will research into healthy meals and then plan, prepare, make and evaluate a two course meal for a given scenario. The assessed practical takes the form of a practical exam where students follow their own work plan to make the products safely they present them. Students then sit together and critically evaluate their own two courses and that of their peers, including how they themselves could have performed better and also how the products could be improved upon

Method of Assessment
The award is assess through an external exam (25%) and 3 pieces of coursework based assessment (75%). For Unit 1, there will be an exam taken under controlled conditions lasting 1 hour 15 minutes – to be sat in January and/or May/June of Y11. Samples of students work will be selected for the internally marked three units and moderated by the exam board

Expectations of the course
Students will be expected to take part in theory and practical activities, as well as follow health and safety rules and wear appropriate protective clothing in food rooms. Students will be expected to meet deadlines for coursework and have an excellent attendance record. As and when required students should also be visiting hospitality businesses and critically evaluating them throughout the course. Finally there is a given expectation that students will attend after school improvement clubs to help them develop their work, or revise/practice exam questions, to enable them to achieve target grades.

BTEC First Award in Construction and the Built Environment
The Construction industry makes up a large part of the UK economy, and many companies within it are looking to recruit young people who have a broad knowledge and understanding of the construction industry.

Course Content
This course has been developed to provide an introduction to the construction industry; it includes both theory and practical work. The 2 core units form the fundamental knowledge, skills and understanding of construction technology and design; the mandatory unit assesses additional knowledge, understanding and skills that are essential to the construction sector. The final unit is selected from the practical work students undertake in either carpentry & joinery, bricklaying, painting & decorating, plumbing or electrical (dependent upon facilities and resources).

Core Units:
• Unit 1: Construction Technology – This unit covers the different forms of construction that can be used for low-rise offices, retail units and homes. Students will develop an understanding of the structural performance required for low-rise construction, and explore how substructures and superstructures are constructed. (Externally assessed)
• Unit 2: Construction and Design – In this unit students will develop a broad understanding of the construction industry, the sort of projects it undertakes, and the contribution it makes to wider society. Students will also look at how client needs can shape the design of a building, and develop their own design ideas to a given brief. (Internally assessed)

Mandatory Unit:
• Unit 3: Scientific and Mathematical Applications for Construction – In this unit students will apply scientific and mathematical knowledge, understanding and skills to practical construction contexts. Students will develop an understanding of the scientific principles affecting the performance of construction materials, and develop skills to perform mathematical calculations in construction contexts. (Internally assessed)

Practical Units:
Students will develop their knowledge of the principles and techniques used in specific areas of the construction industry. Each unit includes theory work which supports the tools, equipment, materials, health and safety aspects required for students to produce their own piece of practical work.
• Unit 6: Exploring Carpentry and Joinery Principles and Techniques – In this unit students will identify the purpose and safe use of a variety of hand and machine tools.  Students will then select the appropriate materials to construct a timber frame, with a different joint at each corner. (Internally assessed)

Method of Assessment
Students will be required to complete both practical and written tasks to demonstrate their ability and understanding of the construction industry. Most of the course will be internally assessed, and a sample of students' work will be selected by the examination board.
For Unit 1 there will be 1 hour long examination under controlled conditions.

Expectations of the course
Students will be expected to take part in theory and practical activities, as well as follow health & safety rules and wear appropriate protective equipment when required.  Students will be expected to meet deadlines for coursework, and have an excellent attendance record.