Long Term Plans - D&T

Year 7 Learning Intentions Time scale MathsScienceLiteracyLevels
Sketching Students are introduced to a range of 2d deminsional drawing and rendering techniques. Students will start to create basic shapes using rulers and drawing free hand , These skills will then be developed to include rendering techniques from shading to adding materials6 hours (2 hours spread over the other untits)simple shapes Key technology words/phrases verbal communication with each other and teacher   V1-4
Intro to workshop skills-   Block Heads Students are introduced to a range of basic workshop skills. Students will learn how to mark out, cut and shape materials correctly and safely. Students will create 'block head' character which they will need to apply a high quality finish . Students should understand how to select a range of appropriate tools and correct finish techniques. Students will will understand the material properties of pine6 hoursmeasuring and marking out materials working out volume  key technology words/phrases verbal commuication with each other and teacher                         annotation of design ideasV1-4
Introduction to textiles Students are introduced to the sewing machine and hand embroidery skills. They will manufacture a draw string bag which the 'Block head' must fit into. Students will uderstand the resit dying technique of tie dye. They will also understand how to set up a sewing machine and how to create a range of decoratitve stitches6 hours   key technology words/phrases verbal commuication with each other and teacher                         V1-4
Introduction to 2d design ear phone Students are introduced to 2d design, They will learn the basic tools of the package and how the package can aid batch production. The studets will learn about CAD/CAM and the benefits of it. Students will gain an understanding of thermo/ thermosetting plastics and their properties.6 hoursUnderstanding dimensions in 2D Design key technology words/phrases verbal commuication with each other and teacher . Students will learn what the main properties and advantages of using polymers are. CADCAM,V1-4
Food and nutrition Students are introduced to safe working methods and hygienic practices. They will develop their knowledge of a healthy diet, by studying the new Eatwell Guide and developing a basic understanding of the 5 main nutrients. Students carry out a range of practicals that develop skills such as using a knife, using the cooker and cooking with high risk ingredients. Thye will also devleop skills in evalauting final products and using the correct terminology.9 hoursmeasuring and weighing, timing, sharingraising agentsKey technology, sensory words, verbal communication with each other and teachers.V1-4
Year 8Learning Intentions Time scale Maths Science Literacy Levels
Advanced sketching skills Students will develop on their sketching skills learnt in year 7. They will progress to more complex drawing styles inlcuding; single point and two point perspective and oblique and crating. They will develop their shading and rendering skills. Students will combine 3d shapes to draw simple products. Students wil also be introduced to simple google sketchup in this unit, they will create some of the 3d shapes they have developed when sketching.6 hoursdrawing 3d shapes key technology words/phrases verbal commuication with each other and teacher                         V1-4
Mechanisms Students will develop their group work skills to compete in a competition . Students will learn about the key the kep movements; linear, oscilliating, reciprocating and rotary. They will manufacture a range of cams, puleys and levers to tranport and egg down a wall. The students will given a theme such as circus that must be represented. All final product testing will be filmed and a prize will be awarded at the end of the year9 hoursangles, weight, speed key technology words/phrases verbal commuication with each other and teacher                         V1-4
Light Students will rotate around the different material areas to manufacture alight from given measurements. They will use Alessi as a form of inspiration. The students will use traditional hand skills to manufacture the angle poise style light, this will contrasted against the CAD/CAM brackets and lamp shade. The students will learn how to create their pwn material using a trapping method. Throughout the homework booklet the students will conduct primary research into Alessi and material catergories and their properties, circle equations and volume16 hourssizes, measuring and marking out materials maths homework booklet key technology words/phrases verbal commuication with each other and teacher                         V1-4
Food Students develop their knowledge of the five basic nutrients, as well as the importance of fibre and hydration in the diet. They carry out practicals that focus on the difernt nutrients and learn a wwider range of food preparation and cooking techniques. This includes, the all in one cake method, making bread, using high risk ingredients and making a roux sauce.9 hoursmeasuring and weighing, timing, sharing ingredientsthe conditions needed for yeast to reactKey technology, sensory words, verbal communication with each other and teacherV1-4
ProjectSkills wks/hoursassessment 
Photoplus skills 'show me task'The students are taught the basic tools in photoplus. From this point they create a poster to demonstrate the understanding of these skills appox 2 hours  
Photoplus Jurassic park poster The students develop their skills further using photoplus. They are taught the skills step by step to create the poster. Students document the skills in a progress log approx 3 hours P/M/D
Photoplus film poster The students use the previous skills learnt in photoplus and their own progress log to recreate an iconic film poster. The students document their developments and analyse them for the main features of the poster. The students are introduced to the key graphic componeents from the specification. Colour, line, tone, imagery, typography and compositionapprox 6P/M/D
Rendering skills - crayonStudents develop on rendering skills taught in previous years. They will develop additional skills in the application of adding tone and blending to their work. Students will develop an understanding of colour theory.  approx 3 hours P/M/D
Rendering skills - markerStudents are shown how to render using marker pens. Students learn to graphically communicate products realistically. Apply tone, shading and shadow and learn how to use these with great effect.approx 3 hours  
2d Design skills The students are taught the basic tools in 2d design.  From this point they create a stencil to demonstrate the understanding of these skills. By doing this students then look at using another media- spray paint to test out their stencils. approx 6 hours  
Unit 1 - Introduction to Graphic design The students will apply the previously gained knowledge.  Learners will develop an understanding of the components of graphic
design. They will do this by working with physical and/or digital materials
and techniques. The learner will be introduced to graphic design
components through personal experimental work. They will demonstrate their understanding of the key graphic componenets
30Internall/externally moderated P/M/D 
Unit 2 - Graphic design practice Learners will explore design disciplines, examine the work of recognised
designers and use their understanding of design components to identify
successful design practice. They will choose one discipline, select some
work by a recognised designer in that discipline and create their own piece
of graphic design, taking inspiration from their research and using
components found in the work of their chosen designer. They will develop evlauative skills throughout
30Internall/externally moderated P/M/D 
Unit 3 - Responding to a graphic design brief Learners will analyse the requirement of a graphic design brief. They will
understand the requirements and develop some possible ideas to meet the brief. The learner will further develop an idea and present their final
graphic design. Finally, the learner will analyse their work and review how
they have met the brief.
30Internall/externally moderated P/M/D 
Unit 4 - Graphic design portfolio Learners will explore working in the graphic design industry, by looking at
different ways to present work to understand different types of portfolio.
They will then design and create their own portfolio and review how the
portfolio presents their skills as a graphic designer. The students will select the best 6 pieces from the previous units to present in a unique way
30Internall/externally moderated P/M/D 
external exam prep The students apply the techniques they have learnt when completing the exam. The students will have mock exams and the coursework elements are set out in a similar way  externally assessed  10 hours          P/M/D 
Food Preparation and Nutrition 
Introduction to Nutrition - Eatwell Guide, Guidelines for Healthy eating, Five aday Campaign, Macro and Micro nutrients
Fruit and VegetablesStudents are taught the classifiaction, provence, growing techniques, storage and processing of this commodity. They also look at nutrition. They prepare a range of dishes and carruy out an enzymic browning food science experiment
Milk and DairyStudents look at milk production and the primary and secondary processing of milk and nutrition and storage Also Lactose intolerance and milk alternatives. They prepare a range of dishes using a range of dairy commodities and carry out taste tests and make butter and yoghurt.
Cereals Students look at the different types of cereal, growing and primary and secondary processing. They look at nutrition, in particular protien and gluten content. Hey namake a range of products using this commofdity, with a focus on bread and pasta and roux sauce.
EggsStudents focus on the variouss functions of eggs and make a range of products to demonstrate these. They also look at the ethics of egg production. They are introduced to scientifc terms such as coagulation, denaturation and emulsion. They carry out a scince investigation to investigate the temperature of egg coagulation.
Food ProvenaceStudents consider the ethical topics surrounding food provence and food securtiy. This includes food miles and carbon footprints. Students begin to make more complex dishes over multiple lessons
VegetarianismStudents consider the alternative protein sources available to vegetarians. Thye study the different classifiations of vegetarians and make a range of dishes .
Pastry and fats and oilsThe focus is on making a range of high skill pastry products. Students carry out an assessment where they have to make a product to a brief over 2 lessons. They research, plan, make and evalaute. Alongside this they look at the range of fats and oils, theri chemical structure, charecteristics and functions. They also study the health impact of fats and oils on the body
Cakes and sugarThe focus is on making a range of high level cake products. They study raising agents and inparticular chemical ones. Alongside this they look at the structure and charecteristics of sugar and the impact on the body. This unit usually coinsides with Xmas and so a christmas cake is made and iced.
Food presentaionIn this unit, studetns focus on their presentation skills, in preparation for their mock NEAS. Practical task are undertaken with this in mind
Meat and fishStudents study the range and ckassifiaction of meat and fish. They look at the nutrition, merthods of cooking and sustainability. Arange of products are made. Studetns portion a chicken and use the different parts to make a range of dishes.
Mock NEA1Students carry out a Mock NEA1 - Food Science Investigation. They are given a past brief and have to reserch and plan a range of experiments to prove a hypoythesis they have drawn up. They caryy out the experiment, record their results and then evalaute the whole process.
Mock NEA2Students carry out a mock NEA 2 . They are given a past brief and have to research, plan and make 2 dishes in 2 hours (blocked out time) - the actual exam is 3 dishes in 3 hours. Once they have carried out their practical they evlaute the outcome and how they worked.
NEA1The NEA 1 is released by the exam board on 1st Spetmebr for completion during Year 11. Students will complete some recap theory and science investigation procedure. Students will then complete their NEA 1. Usual hand in time is around October half term
NEA2The NEA2 is released by the exam board on 1st Novemebr for completion during year 11. This is started before Christmas and is usually run alongsidfe revison for their mock exams. The practical exam is usally during the first week in March, with hand in the 3rd week in March
Theory revisionOnce both NEA's are completed a programme of revision is completed in preparation for their final exam.
Year 9Learning Intentions Time scale Maths Science Literacy Levels 
DTBee house - practical skills                   Students will develop their knowledge in following a set of working drawings to produce a product. The students will work through a range of traditionl wood joints, concentraing on quality looking at quality control checks, batch production, the use jigs and templates. As an extension task the students can use CAD/CAM to personalise the product. Throughout the homework tasks students will be looking at new and emerging technologies. 10 hours students will develop their skills in using working drawings, which are set to a scale, accurate measurements and the use of angles when marking out materials  use of key terminolog when using tools and equipement. Correct names of the joints and recognising key terms. Quality control, batch production, igs and templates V2-6 
Graphics Students will focus on graphic illustration, looking to Jon Burgerman for inspiration. While following a design brief students will develop drawing techniques and character development. This links into the graphics GSCE option and gives and insight onto the content through the design components used.   The homework will extend knowledge on illustrators and  how graphics is used in the media. 10 hours   use of key terminolog when using tools and equipement. V2-6 
Food Students develop their knowledge of the micro nutrients. They carry out practicals that focus on the use of milk and dairy foods in the diet. They learn a wider range of food preparation and cooking techniques. This includes, making shortcrust pastry, using high risk ingredients and setting a mixture. Food science is revisitied, looking at making butter.10 hours measuring and weighing, timing, sharing ingredientsemulsionsKey technology, sensory words, verbal communication with each other and teachers. Scientific teminology. Reading methods