‘Building powerful knowledge to grow confident & creative global citizens.’
In technology we teach the knowledge and range of practical skills to enable students to look after themselves in life and become resourceful and considerate global citizens. We teach a foundation of knowledge and understanding which enables students to design themselves and appreciate the designs of others’. The context of these range from healthy, nutritious and tasty meals to the use of a variety of tools and techniques in the thoughtful creation of beneficial and purposeful objects. Lincoln and Lincolnshire have strong links to the food and manufacturing industries; potential career opportunities are explained alongside the moral implications of the consumption of resources on our environment.
In Design Technology (Food), students will learn an awareness of food hygiene, a basic understanding of good nutrition and be able to prepare simple dishes and meals. These include: fruit fusion; baked beans on toast; ratatouille; bolognaise sauce; pizza, sausage rolls and ginger oat biscuits.
In Design Technology, students will make a traditionally made wooden train and a strip box. Throughout this students will learn about the health and safety of using tools for wood, metals and polymers. They will develop a knowledge of how to interpret orthographic drawings and then shape and join materials safely in producing a consistent product.
In Design Technology (Food), students will learn safe food handling processes and how to produce more complex dishes. Students will create the following dishes: apple pie, quiche, pasties, small cakes, Swiss roll, lasagne, chicken curry, pasta bake and muffins.
In Design Technology, students will make products by accurately marking and making a range of traditional wood joints and develop a knowledge of polymers. They will design and make a candle holder and an enamelled keyring.
Students in Year 9 develop and extend the knowledge, skills and understanding grounded in Years 7 and 8 in an increasingly creative way. This allows opportunity for students to develop their confidence and imaginative skills during practical activities. Students become progressively independent as they explore and master technique as well as appreciate and evaluate the work of others.
Teachers encourage and support creativity. They scaffold learning through a mixture of techniques that include modelling of creative processes through demonstration, sharing and evaluating ideas and directed research for planning. Stimuli, including from the wider world, helps students explore and express their own thoughts. This inspires creative thought processes that students continue to develop.
Students learn the dangers of food allergies and intolerances and how to modify recipes to allow sufferers of these conditions to eat safely. They also study legislation that we follow to keep food, consumers and employees safe and include the role of an environmental health officer
In practical lessons high level skills such as traditional French vegetable cuts for soup, bread and pastry production are covered to enable them to be confident chefs.
Students learn about the functions of ingredients, how food benefits and fuels the body and how cooking methods can alter the nutritional values of food. The lessons focus on the need for certain special diets for medical reasons as well as ethical, religious reasons. The students learn the art of planning balanced menus.
Students explore the structure of the food industry, concentrating on the different types of establishments, suppliers, job roles, rates of pay etc. During practical sessions students learn how to modify recipes to lower fat content (e.g. lemon cheesecake) produce traditional meat dishes, such as chilli con carne, with meat alternatives.
Students continue on the theme of the food industry. They study further how it works as an employee and the factors affecting the success of an establishment. In this module students study layouts of the industrial kitchen and how accompaniments can be served with main courses.
Students learn about stock and how it is controlled in a working kitchen, dress codes and security in hotels and other types of establishments within the food industry. Students explore other commodities such as meat and fish.
Desserts form the theme for this module. Students investigate the theory behind baking and practically they get the opportunity to practice each classic method; whisking, creaming, melting and rubbing in. Students create their own ‘show stopper’ gateaux using the skills they have met.
In Design Technology the students learn basic traditional skills from being able to cut and shape materials safely and accurately to being able to use modern manufacturing machinery like CAM laser cutters and CNC lathes
Student’s practical ability is developed in both softwoods and polymers where they design, make and evaluate simple constructions. During the ‘electric car design’ students learn about alternative energy sources and the work of influential designers. Students then design their own products that incorporate these technologies.
Module 2 and 3
Wear project. Students are taught about sustainability and the functions of a range of material and manufacturing processes. Students then upcycle used materials into worn products to suit the needs of a selected target market.
Students undertake a ‘Small Living’ project. Here students have to consider the complex factors that need to be taken into account when designing living space for families in a crisis situations like a war zone. Students design, model and present their idea for a living space for a family of five made from a used shipping container.
Module 5 and 6
‘Product in a Tin’ is a national competition that students engage with during Year 9. Students create a concept for a small product where they design, develop, prototype and make a working product. They take into account and evaluate the social and moral issues around the product as well as the sustainability and function of it.
Year 10 and 11
Design Technology GCSE
Engineering Tech Award BTEC
Hospitality and Catering Award
Year 12 and 13. Engineering
The BTEC LEVEL 3 National Extended Certificate qualification will provide the core technical knowledge and skills required for preparing to work in the Engineering sector.
The learner will cover topics such as:
- the process of engineering design
- the scientific principles used by engineers to identify the most suitable materials in a given engineering context
- the use of maths as an aid to model and solve problems across a range of practical engineering contexts
- mechanical engineering systems and components, and their applications to the design of engineering products and systems for consumers and industry
- the relevance and role that manufacturing processes and systems have in the production of multiple components
- how to manage industrially sourced design project
- the use of 3D parametric modelling software in the design process
- the systematic approaches to design such as design for manufacture (DFM) and design for assembly(DFA).
This qualification is made up of four units.
Unit 1: Engineering Principles (External examination),
Unit 2: Delivery of Engineering Processes Safely as a Team,
Unit 3: Engineering Product Design and Manufacture (externally assessed),
Unit 10: Computer Aided Design in Engineering (Internally centre assessed).
- 25% Examination
- 75% Coursework
Year 12 and 13. Professional Cookery
The Level 3 Advanced Technical Diploma in Professional Cookery will help learners undertake advanced skills and techniques in producing dishes, enabling them to undertake roles within a kitchen, whether in kitchen & larder or the pastry section.
This qualification will have a particular focus on commodities.
The topics that you will undertake include:
• Legal and social responsibilities in the professional kitchen
• Financial control in the professional kitchen
• Stocks, soups and sauces
• Fruit and vegetables
• Meat and offal
• Fish and shellfish
• Farinaceous dishes
• Desserts and puddings
• Paste products
• Biscuits, cakes and sponges
• Fermented products
• Chocolate products
- One externally set, externally moderated assignment
- One externally set, externally marked exam, sat under examination conditions