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Park Community Academy is committed to ensuring all pupils have the opportunity to experience learning outside the classroom. 
Our vision is………

to provide all of our children with rich and varied learning experiences through which they can reach their full academic and social potential, develop their self-esteem and also to encourage a commitment to life-long learning. 
As a staff we strive to ensure all pupils have at least one learning outside the classroom experience per half term and that LOtC progressively develops knowledge, skills and understanding depending upon a pupils individual needs.

What is Technology?

It is important that young people should understand the process of problem solving to meet human need in a context of social, moral and economic structure, so that they will develop values and attitudes, together with the necessary skills to contribute positively to future change.

Design and Technology in Park Community Academy will provide opportunities for pupils to identify needs, plan, make and test to find the solutions.  Pupils will become aware of the ways in which technology is changing the home, workplace and lifestyles.

The activities in Design and Technology will offer the pupils the opportunity to draw on their own experiences and to develop them more fully.  We therefore aim to foster curiosity, encourage investigation and observation, and instill skills which will be developed as the pupil progresses through the school.  Pupils are encouraged to identify needs, investigate possible solutions, design accordingly, produce their designs and evaluate at a level appropriate to their development.

Pupils will be encouraged to develop a responsible attitude to their environment within a practical situation, prompting skills and attitudes which will enhance learning in other curriculum areas and contributing to the overall development of the pupils.

Guidelines for the Foundation Stage and the National Curriculum P.O.S. for Technology will be taught to pupils at Park Community Academy in ways appropriate to their abilities to ensure both an entitlement to a broad and balanced curriculum and that continued individual progress is made.

Golden Threads
We ensure the curriculum is progressive, broad, balanced and relevant in terms of processes, rich in experiences, opportunities and challenges all. 
Our core themes that are embedded from EYFS right up to KS5 are: 

  • To make pupils aware of technology in our society and its development through time and the effect on our lives.
  • To prepare them for everyday life in this technological society.
  • To provide focused practical tasks, investigative, evaluation, sustainability and disassembling activities which will develop skills used later in a design and make situation.
  • To give opportunities, through the process of question, prediction and hypothesis, to identify needs, generate ideas, plan, make and evaluate the results of their own work.
  • To provide opportunities for pupils to acquire knowledge, understanding and skills with a range of materials, including food, textiles, construction, mouldables, reclaimed and sheet materials to design and make products for a purpose.
  • To develop pupils design capability using knowledge and skills from other subject areas such as Science, Maths and Art.

Curriculum rationale - Intent
As a department we aim to base our curriculum on a combination of current academic research in education and personal knowledge. When considering the curriculum intent the Golden threads was key to ensure it ran through from Keystage 1-5.

PCA has a whole school commitment to follow a curriculum based on the current National Curriculum in England (Department for Education, 2014).  The research for the review of the National Curriculum (2011) concluded that a successful curriculum should “focus on fewer things in greater depth, in secure learning which persists, rather than relentless, over-rapid progression”; this is known as a ‘Mastery Curriculum’.   Pupils should repeat the content as many times as possible across the key stage and gradually deepen their understanding. ‘Mastery’ is, therefore, not a style of teaching or a standard to meet. It is a concept of gradual deepening of understanding. The aim is not to ‘achieve’ learning in a lesson as if this is a final destination. Instead, pupils should have multiple opportunities to return to content, over time, in order to gain a growing developmental understanding.

Foundation Stage and Key Stage 1

In the Early Years Foundation Stage, design and technology forms part of the learning children acquire under the ‘Knowledge and Understanding of the World' branch of the Foundation Stage curriculum. The  children will learn through first-hand experiences. They will be encouraged to explore, observe, solve problems, think critically, make decisions and to talk about why they have made their decisions.The making skills appropriate to the pupils are approached and applied in many areas of the Early Years curriculum.  In Reception pupils will be given the opportunity to build and construct with a wide range of objects, selecting appropriate resources and adapting their work where necessary. The pupils will be encouraged to select the tools and techniques they need to shape, assemble and join the materials they are using.

Key Stage 2

Design and Technology will be delivered through the provision of planned progressive series of units of work alongside the activities and skills undertaken in Art and Design taking place in the classroom.  Within Design and Technology areas covered will include, malleable materials, textiles, food , structures and mechanisms. All pupils will be taught the P.O.S. for KS2 for Technology or Art or selected material from other Key Stages where it is necessary to enable individual pupils to progress and demonstrate achievement. Wherever possible, first-hand experience are provided through relevant visits and experiences relevant to the units of work.

Key Stage 3 and 4 

Within Key Stage 3 students are given opportunities to explore a wide variety of skills and techniques, by undertaking 3 projects throughout the year. Projects cover a range of topics, including Food Technology, resistant materials (two projects using timber and metal), graphics and textiles.  

In Food Technology, students learn the value of a healthy diet through both theory tasks and practical activities where they are taught basic cooking skills.  During the project pupils will make a variety of fruit based products and will go on to develop designs for a healthy cereal bar for a child, based on their knowledge and understanding of healthy eating and the Eat Well Plate. In Year 8 pupils will continue to develop their skills/methods and will prepare a range of healthy sweet and savoury items. Their design element will require pupils to design a pizza for client with specific dietary needs. 

Resistant Materials is broken down into two areas: wood based tasks, and metal work. Students will gain a broad range of skills in the workshop through working with a variety of tools, equipment and machinery to make high quality products. Each project includes tasks to build students’ knowledge and understanding of the theory side of Design & Technology.  

In Textiles, students will design and make soft toys or winter garments, where they will gain valuable skills in using fabric to make high quality products. Students are taught basic hand and machine sewing skills. 

In Year 9 and 10 students undertake accreditation at a level which offers challenge to the individual student. In the department we offer a range of qualifications - WJEC Entry level 2 and 3 and also BTEC Level 1 and 2 Home cooking skills. These qualifications allow pupils to expand on their knowledge and develop their independent skills in the specific subject area.

Food Technology is an important life skill for our pupils and the courses allow pupils to work at a level suitable for the individual’s needs.  Pupils following the WJEC programme will look at personal hygiene and health and safety in the kitchen. Pupils will undertake a variety of theory and practical activities.  Pupils undertaking the BTEC course will progress through a range of theory and practical assessments.  Towards the end of the 2 year course pupils will have to demonstrate their cooking skills by planning and making a meal independently. 

Resistant Materials continues to build students’ skills in working with metal, as well as developing their research and design skills, through making a keying/pendant cast in pewter. Students use Computer-Aided Design to develop their product, gaining valuable skills in ICT within the subject, as well as hand tools to file and polish the pewter.  The second project in this area sees students produce technical drawings to plan and manufacture a small storage item or desk tidy using wood.

Key Stage 5

Our 6th Form programme offers a wide range of Technology and Art & Design - this builds on the experiences and knowledge they have already gained lower down in the school.  These are delivered through a cross- curricular capacity such as enterprise, pupils have held many successful events drawing on their previous experiences, with a high standard of motivation and enthusiasm. Pupils conducted market research, and designed and made products to sell to the general public.  Pupils learn many skills throughout this process from communication, team work, finance and many more valuable transferable skills.  

As a Faculty we continue to look into accreditations which are suitable for our pupils to challenge them academically and which are purposeful for their future. 

Learning to cook is an important area for all of our pupils to develop independent living skills. Throughout their time in 6th Form all pupils experience cooking for others.  Pupils may gain further accreditation in this area from ASDAN to BTEC Level 2.  Pupils will select suitable recipes, go shopping for ingredients and then come back to school to prepare and cook their chosen meal for the rest of the group.  They also learn the importance of hygiene and undertake important life skills including organising the kitchen (washing up, setting the table etc.), learning suitable social skills and manners.  Those pupils completing the BTEC Level 2 in Home cooking will demonstrate a high level of understanding and skill in the kitchen, completing an individual cooking assessment at the end of the course.  All pupils are encouraged to cook at home for their family.

As pupils progress through the 6th form other courses have been selected to compliment their learning.  This year we have introduced a new BTEC course - Serving Food & Drink.  This we feel is a suitable course for our pupils as many would like to gain future employment in this industry. Pupils will learn the importance of safe and hygienic practises, different types of service, how to communicate positively with customers, provide a food and drinks service. 

Design Technology Rolling Programme

DT KS4 Curriculum

DT Curriculum Map