Technology
Curriculum Intent
At The Hathershaw College, in line with our trust vision, mission and values, we have designed our curriculum to transform the life chances of all our students, particularly those from the most disadvantaged backgrounds. We believe in creating a safe and caring school community, with a strong sense of belonging and an inclusive ethos, where all are welcome regardless of their social, economic or academic background. Our curriculum encompasses more than what is taught in the classroom, providing experiences and opportunities which develop cultural capital and enrich lives. This includes domestic educational visits, visits overseas, engagement with the Duke of Edinburgh programme at bronze and silver level as well as our engagement with the Comino Foundation.
We provide a high quality, ambitious, broad and balanced education, that is knowledge rich, but also that develops resilience, confidence and inquisitive minds, recognising that the world is constantly changing and that students need to be able to adapt. We also want students to understand the multicultural nature of our town and the world around them so that diversity is valued and celebrated. To support this, religious education and citizenship are taught at both key stages and SMSC is interwoven through the curriculum.
The teaching of all subjects is carefully thought through and well sequenced, always from a starting point of what excellence looks like in terms of knowledge. Our curriculum is a five-year journey in which key stage 3 covers years 7, 8 and 9, and where key stage 4 provision is restricted to years 10 and 11. There is a significant choice of subjects at key stage 4, with a range of exciting academic and vocational subjects, with a strong commitment to the English Baccalaureate. We value the contribution that STEAM subjects make to the curriculum, recognising the importance of analytical, creative and artistic skills required for a rapidly evolving world. As an example of this, all students are required to study a design and technology related subject at key stage 4.
We understand the importance of literacy and reading, recognising that this unlocks the potential of all students. We have robust systems in place to identify those in need of support with their reading and, most importantly, provision in place to strengthen this where required.
Our Technology intent:
- Our aim is to provide a broad, balanced and creative Design and Technology curriculum that inspires, engages and enriches the lives of our students.
- We deliver an ambitious curriculum, with a culture of excellence, to ensure that all students are able to make exceptional progress and learn key transferable skills that will provide a solid skills base for future study.
- Our curriculum is carefully sequenced and builds on students’ knowledge and skills to support students in becoming independent learners who are inquisitive, confident and resilient when completing new tasks.
- Our projects are designed to give students the opportunity to work within ‘real world’ contexts to give them a broader sense of the world and encourage them to consider the needs of different users and nurture an appreciation and tolerance of other people’s experiences and perspectives.
- Our curriculum plans have a strong sustainability focus to encourage students to reflect critically on the products that they use and the impact they have on the environment and the wider world.
- Our planning is continually evolving to reflect current trends, news stories and technological developments and we provide students with opportunities to experience the work of past and present designers and other STEAM professionals to develop curiosity of the world around them and recognise that the world is continually changing place.
- Through our curriculum we support student’s literacy and reading with vocabulary development tasks, reading of factual texts and extended writing central to our planning. Opportunities for different types of writing such as instruction, opinion and debate are all used to develop comprehension and deepen students understanding of key concepts.
- In food technology our aim is to teach students the importance of eating a healthy and varied diet and how this can contribute to better physical and mental health.
- We ensure that all students can safely and independently cook a repertoire of predominantly savoury dishes so they are able to make healthy food choices to feed themselves and others affordably. This will support long-term well-being and improve the life chances of our students, especially those from a disadvantaged background.
- The diversity and multi-cultural nature of our school is celebrated in our curriculum and brings opportunities for new experiences and tastes. Students work with a range ingredient to create dishes from around the world to provide new experiences, inspire curiosity, and develop a culture of tolerance and understanding.
What your child will learn in KS3 Technology
Click on the topics for more information.
| HT1 | HT2 | HT3 | HT4 | HT5 | HT6 | |
| Y7 | Skyline | |||||
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What your child will learn in KS4 Technology
| HT1 | HT2 | HT3 | HT4 | HT5 | HT6 | |
| Y10 |
Skills Unit |
Practical Development
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Flat Pack Design
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How would you make…? |
GCSE NEA*: Explore
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Design Communication
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| Y11 |
GCSE NEA*: Design |
GCSE NEA*: Plan |
GCSE NEA*: Making |
D&T GCSE NEA*: Evaluate |
D&T GCSE: Exam Preparation |
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*NEA is the Non Exam Assessment that students must complete as part of their GCSE. The NEA is 50% of the total GCSE grade and is a piece of work that is completed in class and is moderated by the exam board.
Technology SMSC Statement
In Design and Technology, SMSC is delivered as a central part of our teaching and curriculum. The subject content naturally teaches students to reflect on the world around them and we always aim to bring and sense of interest and awareness of the wider world in our teaching. An example of this is in Key Stage 3, students explore the work of existing designers and look at new ideas and technologies such as biomimicry, smart materials and technical textiles which can all be used to promote creative thinking and encourage students to think alternatively from the stereo typical responses that they are more familiar with. It also makes them aware of different cultures and ideas that are often unlike their own.
In KS3 and KS4 students are required to produce new design ideas for users other than themselves which requires them to think creatively and to also consider the needs, values and viewpoints of others. In the Yr8 Inclusive Design project students design a product that will help users with varying impairments to independently access everyday tasks. This involves students conducting research to help them to understand the needs and feelings of different groups, whilst sensitively developing solutions that meet their requirements. Within these design and make tasks pupils are also given the opportunity to reflect on their solutions and consider other ways they could make their work better. As well as considering the needs of the primary user we also teach students to reflect on the cultural or environmental impact that a product or design may have during its lifecycle. Through product analysis students are encouraged to question the how a product is made, where a product comes from and whether a product has a positive impact or not. This is aimed at encouraging students to become reflective and conscientious consumers and to think about their product choices and how it may impact on the world around them. In KS4 students learn about globalisation, manufacturing methods and obsolescence which promotes debate about moral and ethical issues and often challenges cultural stereotypes, such as clothing being manufactured overseas because of cheap labour rather than the high skill set in that country. When possible we aim to link our teaching with ‘real world’ contexts through the use of current newspaper articles or news clips, for example the alternative use of paper because of the environmental effects of plastic or the current concern with textile ‘throw away fashion’. This gives students a better understanding of how designers and manufacturers have a role to play in improving our environmental future as well as encouraging students to reflect on their own consumer choices, developing skills and attitudes that will allow them to make positive contributions to modern Britain.
When working in the workshop students are expected to follow health and safety procedures to ensure they are keeping themselves safe and others around them. After practical lessons they are responsible for cleaning and organising their workspace, developing skills for life to be used outside of the classroom. In class students are given lots of opportunity to work collaboratively to encourage them to develop social skills and teamwork outside of their usual friendship groups.
