Design and Technology
Technology falls within the The Design Faculty at Hope Valley College.
Through our passion students will be creative,resilient, risk takers who understand the design process and power of making. Preparing them to be adaptable in our ever changing world.
The Design Faculty at Hope Valley College has a wide mix of disciplines offering students the opportunity to learn and explore Art and Technology subjects.
In Technology students work with wood, metal, plastics, food and textiles. At KS4 we also offer construction, engineering and childcare ...supported with ICT facilities allowing students to use computer aided design (CAD) and computer aided manufacturing (CAM).
Meet the Team:
- Head of Faculty: Miss A Nicklin - Textiles / Art / Photography
- Mr R Beeden - D&T / Engineering
- Mrs D Whitehall - Catering / Art
- Mr M Streets - Construction / Engineering
- Mrs L Beeden - Catering / Post 16
- Miss S Topley - Childcare
- Ms A McGee - Art
- Mr L Dobson - Tech
We aim to:
Teach students to use the powerful process of creating, in which new ideas are conceived and taken from initial conception into the made world.
Sir Ken Robinson, the champion of the importance of creativity in education, talks about the need for all children to have a creative outlet. He mentions that “creative intelligence is dynamic, it’s diverse and it’s distinct’’. More and more students are educated out of taking risks, and often fear it…. they become numb to trying and failing before they succeed. We need to teach them to be prepared to be wrong and to be original.
As a faculty we will:
- Introduce students to a wide range of modern technologies and techniques.
- Encourage, through designing and creating to think and intervene creatively to improve quality of life.
- Stimulate students to become autonomous and creative problem- solvers, as individuals and members of a team.
- Ensure that through Design, students become innovative and enterprising citizens and learn to become discriminating and informed consumers.
- Teach students to critique, evaluate and test their ideas and products and the work of others
- Ensure that students understand and apply the principles of nutrition and learn how to cook.
It is this innovation and imagination that many employers and companies seek to attract in their candidates. They want; creative thinkers, the challengers and the risk takers on their team. They want their employees to have the ability to look, to see, and to react to something which is in front of them. This reflects a growing acceptance that creativity is not simply about coming up with big ideas, but coming up with practical solutions to everyday problems and then applying them to real life situations.
To allow for a broad and balanced curriculum The Design Faculty will be following the school systems, and taking advice from CLEAPPS to continue offering a wide range of skills and activities;
Each year group will be in a bubble. KS3 (Y7-8) and will spend 8 weeks on a particular area (Product Design / Food / System and Control / Textiles). Equipment will be kept within the bubbles, and 'downtime' has been factored in between rotations. Any shared equipment (within bubbles) will be cleaned at the end of lessons.
Please direct any concerns or questions to Head of Faculty
Miss A Nicklin: email here
year 7 & 8 Technology
Key Stage 3 Design and Technology is taught over 3 years (years 7, 8 and 9).
KS3 students will explore Resistant Materials, Systems and Control, Textiles Design, and Food over a 8-10 week rotation, consisting of 4 hours per fortnight.
Key STage 3 Food Recipe Booklets
Key STage 3 Assessment
What marking you will see in the sketch books:
Work will be checked every 9 - 10 hours of learning time and will be assessed throughout lessons.
Years 7 & 8 ILPS
independent learning projects (ILPs)
INDEPENDENT LEARNING PROJECTS are designed to challenge students, and prepare them for the demands of GCSE Technology subjects. Year 7 and 8 will be set homeworks / ILPs twice a year and will have 2 weeks to complete them.
- Reuse ILP Task Sheet
- Reuse Teachers support Power point
- Biomimicry Task Sheet
- Biomimicry Teachers support Power Point
- Famous Designers Task Sheet
- Famous Designers Teachers support Power Point
- Street Food Task Sheet
- Street Food Teachers support Power Point
ILP help club
This takes place every Wednesday dinner time, between food and textiles.
year 9 technology
Outline of topics studied:
Y9 technology is taught in bi weekly blocks. Students will explore; Engineering, Design & Technology, Textile Design, and Food over a 18 week rotation, consisting of 4 hours per fortnight.
Award in Planning and Maintaining the Built Environment Construction
Exam Board: WJEC
Specification Number: 9830A1
Assessment & course structure: Unit 1, Unit 2, Unit 3 all require a Pass
Whether the built environment consists of businesses, homes, shops, protected spaces or a combination of two or more of these, it is important to ensure that it meets the needs of its local community.
If it fails to meet those needs, shops close, houses become empty and derelict and the community may start to abuse the environment. Land and property owners and management organisations will need the services of the construction industry to maintain the value of the built environment to its community. Any built environment needs maintaining.
Spotting defects can save money for a business, but identifying the cause of defects saves even more. Maintaining the built environment involves a range of activities which together contribute to sustainable, safe, comfortable and less costly built environments.
The WJEC Level 1/2 Award in Planning and Maintaining the Built Environment is designed to support learners to develop an awareness of these key issues. It mainly supports learners who want to learn about the construction industry from the sustainability and maintenance perspective.
It provides learners with a broad introduction to how the built environment is maintained and the types of career opportunities available.
This is the qualification structure:
Unit 1 Adding value to the built environment
What is a built environment? What makes people want to live in one area more than another? Why do some areas have streets of houses that are empty? Why do some types of businesses all locate near each other? Is an area more attractive if there are shops and leisure services?
Unit 2 Maintaining the built environment
Why do some parts of buildings go wrong before others? How can these problems be detected? What are the effects if these problems are left unresolved? Is it worth paying for a boiler to be serviced regularly? Can sustainable materials be more than just contributing to saving the planet? How do I safely fix an electric plug or dripping tap? How do I replace torn curtains or repair holes in plaster? How do I make a faulty door open and close properly?
Unit 3 Sustainable built environments
What is sustainability? Why does it matter? Why is it suddenly so important? Who benefits from sustainability? Do solar panels work? Can you use wood from local trees in a new house? Should we buy local materials? Can you recycle a house? How are sustainable design and construction techniques used to address environmental issues? Can sustainable construction increase the value of my property? Can sustainable construction benefit society and communities? How can sustainability be integrated into a community construction project?
Grades awarded are in the range: Distinction*, Distinction, Merit, Pass etc.
Mr M Streets: email here
Award in Hospitality and Catering
Exam Board: WJEC
Specification Number: 5569QA
Assessment & course structure: 60% internally assessed coursework; 40% final written exam
The Level 1/2 Award in Hospitality and Catering (specification A) is a qualification designed for learners with an interest in food and cookery. It will provide learners with experience of using different cooking techniques and methods to enable them to use these within further education or apprenticeships. It will give them a basic understanding of the skills required for a career in food.
The objectives of this qualification are to help learners to understand:
- How to prepare and cook using basic skills.
- To understand food and its functions in the body and in recipes.
- The sources of ingredients, including the environmental influence.
- All aspects of diet, food needs and health
- A thorough understanding and application of food hygiene and safety
- Develop and apply a wide range of practical cooker skills, using appropriate equipment to meet specific needs.
Students will progress through 2 mandatory units during the course:
Unit 1: The Hospitality and Catering Industry.
Students are expected to understand all the learning objectives taught. They will learn about: the environment in which hospitality and catering providers operate, how hospitality and catering provision operates, how hospitality and catering provision meet health and safety requirements how food can cause ill health and finally students should be able to propose a hospitality and catering provision to meet specific requirements. This unit is assessed through a written examination worth 40% of the final grade.
Unit 2: Hospitality and Catering in Action.
Students are expected to safely plan, prepare and present a 2-course nutritional meal based on a live brief given by the exam board. Within their controlled assessment they will be expected to show their understanding of the importance of nutrition when planning a menu, understand menu planning, be able to prepare, cook and present their 2 dishes. This is an internally assessed unit worth 60% of their final grade.
Grades awarded are in the range: Distinction*, Distinction, Merit, Pass, L1 Pass.
Mrs D Whitehall: email here
Mrs Beeden: email here
Award in Engineering (WJEC)
Exam Board: WJEC
Specification Number: 9790A1
Assessment & course structure: Unit 1, Unit 2, Unit 3 all require a Pass.
Advanced manufacturing is at the heart of the growth economy and WJEC Engineering is a great foundation for learning in this area. The area of advanced engineering is one in which there are many opportunities for career progression via university or technical college. The UK engineering industry is vast, with more than 6,000 organisations employing around 800,000 engineers. Career opportunities exist across a broad spectrum of sectors, from aerospace and defence to renewable energy and transportation and many of these sectors have a shortage of qualified engineers.
Engineers can have a major impact on industry and society. The achievements they have made have improved the quality of everyday life, from the buildings we live and work in to the transport we use to get around and how we enjoy our leisure time. Engineers are able to find solutions to problems, whether it is adapting or combining materials used to produce a product to make it withstand severe weather conditions or fixing materials in a different way to make something more portable. Problem solving is critical to working in engineering. Finding solutions to problems to ensure a product is fit for purpose involves:
- learning about materials
- design processes
- engineering processes
- safe use of tools and equipment
- maths that engineers use.
WJEC Level 1/2 Award in Engineering is designed to mainly support learners who want to learn about engineering from the design and planning perspective. It provides learners with a broad introduction to the engineering sector and the types of career opportunities available.
Unit 1 Engineering Design
What makes an MP3 player work? How can you make a games controller for young children? Can you make a basketball post that fits into a backpack? How does a ‘wind-up’ radio work? Could you power a television the same way? Manufacturers, sales teams, technical teams will often ask engineers to find answers to these types of questions. Design consultancies or research and development teams will aim to design products that work, but these products also have to meet different needs. This could be to make the product portable or smaller or cheaper. Whether making something new or adapting an existing product, engineers follow a design process. In this unit, you will learn about that design process. You will learn how to analyse a product so you can see what features make it work and how it meets certain requirements. You will learn how to take ideas from different products in order to produce a design specification for a product.
Unit 2 Producing Engineering Products
What are vernier callipers? How do I know how to make something? How do I use a centre lathe? Can you use computers in engineering? Can I use a saw to cut metal? How important is it to get measurements right? It doesn’t matter whether making parts for space travel or toys, for bridges or power generation, using the right tools and equipment in a safe way is critical to production engineering. Production engineers, skilled machinists and maintenance engineers will use a range of engineering processes, equipment and tools to make engineered products. They will work from engineering information, whether provided by design consultants, quality managers or colleagues, or they will produce their own information as they try out different ways of engineering a product. Through this unit, you will learn to interpret different types of engineering information in order to plan how to make engineered products. You will develop the skills needed to work safely with a range of engineering processes, equipment and tools. With these skills, you will learn to make a range of engineered products that are fit for purpose.
Unit 3 Solving Engineering Problems
What materials can be used to go into space? Are some vacuum cleaners really innovative? How important was the development of the jet engine? Do robots make better engineers than people? How do I install a gate? How can engineers help communities after an earthquake? How do engineers use computers and technology? How do I tell steel from aluminium? Does it matter? Engineers can have a major impact on industry and society. The achievements they have made have improved the quality of our everyday life, from the buildings we live and work in to the transport we use to get around and how we enjoy our leisure time. Engineers are able to find solutions to problems, whether it is adapting or combining materials used to produce a product to make it withstand severe weather conditions or fixing materials in a different way to make something more portable. Problem solving is critical to working in engineering. In this unit you will learn about how engineers in the past have found solutions to problems and how other engineers use their ideas to solve problems today. You will learn about materials, processes and maths that engineers use and how they are used to solve problems. In solving problems, you will learn to follow a process and develop drawing skills to communicate your solutions.
Grades awarded are in the range: Distinction*, Distinction, Merit, Pass etc.
Mr M Streets: email here
Mr R Beeden: email here
GCSE (9-1) Textiles Design
Exam Board: AQA
Specification Number: 8204
Assessment & course structure: 60% Portfolio; 40% Final Exam.
Awaiting update from AQA Sep 2021
THIS GCSE IS OFFERED ALTERNATE YEARS so please be aware of this when selecting options.
The GCSE Textiles course is project based. There are two components to this course: the portfolio (60%), and the final exam (40%).
Students will pick one or more area(s) of textile design to work in:
• art textiles
• fashion design and illustration
• costume design
• constructed textiles
• printed and dyed textiles
• surface pattern
• stitched and/or embellished textiles
• soft furnishings and/or textiles for interiors
• digital textiles
• installed textiles.
Each student will create a portfolio which will include both:
1. A mini selection of work resulting from activities such as trials and experiments; skills-based workshops; mini and/or foundation projects; responses to gallery, museum or site visits; work placements; independent study. DECORATIVE TECHNIQUES EXPERIMENTS
2. A sustained project developed in response to a subject, theme, task or brief evidencing the journey from initial engagement with an idea(s) to the realisation of intentions (making the item). This will give students the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding from across Textiles design in its many forms.
THEMES: Child's Educational toy / Cultural piece / All things British / Recycled / Let there be light
AQA will provide a separate externally set assignment with seven different starting points. Students must select and respond to one starting point that inspires them.
The externally set assignment provides students with the opportunity to demonstrate, through an extended creative response, their ability to draw together different areas of knowledge, skills and/or understanding in response to their selected starting point.
Students must ensure that the total submission for Component 2 evidences coverage of all four assessment objectives; research, design, experimental work / making and evaluation as well as evidence of drawing activity and written annotation. Externally set assignments will be available to students and teachers from 2 January. A preparation period from January through to March / April will be given for students to research, and practise what they wish to make for their final exam piece.
This is a fun and very hands on course where students will get the opportunity to learn through experimenting, developing and making.
Time and effort / drive are essential to complete the Textiles course, but with that comes the satisfaction of realising your ideas and creating a final piece you can feel proud of.
Miss A Nicklin: email here
- GCSE Catering catch up club - every Monday 3.30 till 4.30pm with Mrs Whitehall / Mrs Beeden
- F1 in Schools - Wednesday after school club.