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Our curriculum is designed to equip students with a diverse range of technological knowledge and abilities across various domains. From cooking to product design, textiles to IT skills, students will explore the exciting world of technology and develop practical skills for the modern era. Through engaging projects, hands-on activities, and real-world applications, students will cultivate their creativity, critical thinking, and technical proficiency.

Our curriculum emphasises design thinking, entrepreneurship, and sustainable practices, fostering an entrepreneurial mindset and encouraging students to envision and create solutions for real-world challenges. During Key Stage 3, all students will gain practical experience in areas such as culinary arts, product prototyping, textiles, and information technology. Join us in this dynamic and forward-looking technology curriculum, where innovation, craftsmanship, and digital literacy prepare students for a rapidly evolving world.

What makes a good student of Technology?

  • Demonstrates a genuine interest and curiosity in exploring different areas of technology.
  • Possesses strong problem-solving skills and the ability to think critically and analytically.
  • Shows creativity and innovation in designing and creating practical solutions.
  • Exhibits effective communication and collaboration skills, working well in team projects.
  • Demonstrates attention to detail and precision in executing technical tasks.
  • Displays adaptability and flexibility in working with different tools, materials, and technologies.
  • Shows an understanding and application of design principles and processes.
  • Exhibits strong organisation and time management skills to meet project deadlines.
  • Demonstrates a commitment to safety protocols and responsible use of technology.
  • Exhibits a growth mindset, embracing challenges and actively seeking opportunities for learning and improvement.

KS3: Food Technology

Statement of Inquiry

Regular use of  resources develops competency

Key Concepts

Development 

Related 

Resources 

Global 

Personal and cultural expression 

(practice and competency)

Assessment Criteria

Initial assessment task- Baseline understanding 

Crime scene investigation – Students play the role of the EHO and identify the hazards in the kitchen- criteria A question strands  

Evaluation of practical lessons – criteria D strands

ATLs

  • Develop new skills, techniques and strategies for effective learning 

    Thinking: Practice observing to recognise problems 

    Communication: Give and receive meaningful feedback

 Links to Prior Learning

KS2 science – food chain, human body
Food science – enzymatic browning
Weigh and measure

Students to have an introduction to KS3 food and explore key skills in the practical kitchen, but also to gain some understanding of the reasons for the kitchen rules as well as how we can prevent illness and injury by following them.

Statement of Inquiry

Design can improve well-being by meeting user needs

Key Concepts

Development 

Related 
Nutrition, Sustainability

Global context
Identities and relationships.

(health & well-being)

Assessment Criteria

Criteria A – research 

Criteria B- designing

Criteria C- making 

Criteria D – evaluating

ATLs

  • Interpret and use effective modes of non-verbal communication. C: C:8

    Thinking: Practice observing to recognise problems 

    Communication: Give and receive meaningful feedback

Links to Prior Learning

Links to Unit 1 knowledge

Links to prior learning on nutrition 

Bridge and claw techniques

Basic health and safety knowledge 

Assessment project – all four criteria across 5 lessons. 

THE PROBLEM:  to create a pasta salad that would provide a healthy and nutritious lunch that could be sold in the school canteen.

Statement of Inquiry

Communicate how an understanding of nutrients  influences choices

Key Concepts

Communication

Related
Adaptation 
Global context
Identities and relationships

Assessment Criteria

Evaluation criteria D strands to be completed across all practical lessons

ATLs

  • Interpret and use effective modes of non-verbal communication. C: C:8
  • Thinking: Practice observing to recognise problems
  • Communication: Give and receive meaningful feedback

Links to Prior Learning

Links to Unit 1 knowledge

Links to prior learning on nutrition 

Bridge and claw technique/Rubbing in technique unit 1 

Using the hob and oven effectively 

Self-management skills for organisation

For students to gain an understanding of what the Eatwell guide is and how it represents a balanced diet, and to follow the healthy eating guidelines to research, plan, cook and evaluate dishes based on set criteria while using all 5 major food commodity groups and completing and evaluating a range of practical skills that link to the 20 skills laid out in the GCSE SOW.

Statement of Inquiry

Choices affect our health and well-being

Key Concepts

Health

Related 

Health, Culture, Sustainability

Global context

Personal and cultural expression 
(practice and competency)

Assessment Criteria

Initial assessment task- Baseline understanding 

Evaluation of practical lessons – criteria D – evaluation strands

ATLs

  • Interpret and use effective modes of non-verbal communication. C: C:8
  • Thinking: Practice observing to recognise problems 
  • Communication: Give and receive meaningful feedback

Links to Prior Learning

Links to Y7 health and safety 

Links to prior learning on nutrition, Y7 Unit 2/3

Self-management skills for organisation

Investigating the range of individual choices related to food and why individuals make the food choices they do. Also looking specifically at diet-related illness and energy needs across different groups of people

Statement of Inquiry

Design and evaluation allow us to develop innovative food products that meet customer needs and cultural preferences.

Key Concepts

Development 

Related 
Innovation and evaluation 

Global context
Identities and relationships

Assessment Criteria

Criteria A – research 

Criteria B- designing 

Criteria C- making 

Criteria D – evaluating

ATLs

  • Interpret and use effective modes of non-verbal communication. C: C:8
  • Thinking: Practice observing to recognise problems 
  • Communication: Give and receive meaningful feedback

Links to Prior Learning

Links to Y7 health and safety 

Links to prior learning on nutrition, Y7 Unit 2 & 3 

Continuing practical skills from Y7

Self-management skills for organisation

The design problem-  Tommy is launching a new food van aimed at teenagers and families. He wants a new menu with two affordable, tasty, and appealing dishes. You are the designer tasked with researching, developing, testing, and evaluating ideas for him.

Statement of Inquiry

Understanding how systems and processes affect health and safety helps us make informed decisions.

Key Concepts

Health 

Related 

Safety, Function, Sustainability

Global context

Personal and cultural expression 
(practice and competency)

Assessment Criteria

Criteria D- evaluation  assessed via a practical lesson

ATLs

  • Self-management (hygiene routines, time planning)
  • Critical thinking (evaluating safety risks and food waste)
  • Communication (presenting a message through campaign work)

Links to Prior Learning

Links to Y7 health and safety 

Links to prior learning on nutrition, 

Y7 Unit 2 & 3 

Links to Y7 practical lesson evaluation.

Self-management skills for organisation

Students should gain an understanding of the range of factors that affect the food we eat.

Including food safety, Bacteria, cross-contamination, food storage, key temperatures, heat transfer and cooking methods. Linking to the KS4 curriculum

Statement of Inquiry

We express ourselves personally and culturally through communities.

Key Concepts

Communities 

Related 

Adaptation

Global context

Personal & cultural expression

Assessment Criteria

Baseline test

Criteria A – research 

Criteria B- designing 

Criteria C- making 

Criteria D – evaluating

ATLs

  • Research skills – Use a variety of sources to investigate world food cultures
  • Creative thinking skills – Generate and develop original food design ideas by combining inspiration from different world cuisines.

Links to Prior Learning

Links to Y7 health and safety 

Links to prior learning on nutrition, Y7/8 Unit 2

Links to Y7/8 practical lesson evaluation.

Self-management skills for organisation

Develop an understanding of food cultures around the world. Explore fusion cooking 

Including cooking methods/ingredients and reasons for the range of cultures worldwide. Includes an assessment project, developing a dish for serving in a Mediterranean restaurant.

Statement of Inquiry

Lifestyle choices impact global food systems and the environment, shaping sustainability and the planet’s development.

Key Concepts

Development 

Related 

Sustainability

Global context

Globalisation and sustainability

Assessment Criteria

Criteria D – Evaluation assessed via a practical lesson

ATLs

Research skills – Investigate how food is produced, processed, and transported across the globe, using a variety of reliable sources.

Critical thinking skills – Analyse the environmental and social impacts of food production and waste, and evaluate how different factors affect food choice.

Self-management skills – Reflect on personal food habits and choices, considering sustainability, provenance, and global responsibility.

Links to Prior Learning

Links to Y7 health and safety 

Links to prior learning on nutrition, Y7 Unit 2 & 3 

Links to food choices Y8 

Links to Y7/Y8  practical lesson evaluations.

Self-management skills for organisation

Farm to fork: Exploring food production, food miles, food waste, factors affecting food choice and food provenance across the globe. Design task: pupils are to use knowledge of leftover ingredients to make a product based on ingredients that are currently available therefore preventing food waste.

KS3: Tech and textiles

Statement of Inquiry

Designers communicate values and beliefs through functional objects that support and promote literacy

Key Concepts

Communication

Assessment Criteria

C – Making the solution

D – Testing & Evaluating

ATLs

  • Research: Exploring materials and literacy campaigns

Links to Prior Learning

From KS2 NC

  • Measure, mark out, cut, shape and assemble materials accurately using appropriate tools 
  • Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work

Statement of Inquiry

Creative communication through form and function allows us to express personal identity.

Key Concepts

Communication

Assessment Criteria

A – Research

B – Developing ideas

ATLs

  • Communication: Interpret and use effectively modes of non-verbal (visual) communication

Links to Prior Learning

From KS2 NC

  • Designing functional, appealing items with appropriate material choices 
  • Creativity and design development through drawing

Statement of Inquiry

Thoughtful design enables humans to positively impact the natural environment by meeting the needs of other living organisms

Key Concepts

Development

Assessment Criteria

C – Making the solution

D – Testing & Evaluating

ATLs

  • Reflection: Identify strengths and weaknesses of personal learning strategies (self-assessment)

Links to Prior Learning

Links to Y7:

  • Workshop skills: hand tools and processes
  • Design process: research, idea development, modelling, making, testing, and evaluation.
  • Sustainability: using materials responsibly, recycling, and considering the environment.

Statement of Inquiry

We can design creatively by considering if our consumption is sustainable

Key Concepts

Creativity

Assessment Criteria

A – Research

B – Developing ideas

ATLs

  • Thinking: Create novel solutions to authentic problems

Links to Prior Learning

Links to Y7

  • Research skills: product analysis and evaluation
  • Embroidery skills: running stitch, backstitch, cross stitch, decorative stitch
  • Designing for a flat surface: choosing colours, patterns, and symbols to communicate meaning.
  • Planning and annotation: sketching designs, linking choices to a design brief.
  • Functional making skills: accuracy, neatness, finishing edges

Statement of Inquiry

Thoughtful design enables humans to positively impact the natural environment by meeting the needs of other living organisms

Key Concepts

Development

Assessment Criteria

C – Making the solution

D – Testing & Evaluating

ATLs

  • Reflection: Identify strengths and weaknesses of personal learning strategies (self-assessment)

Links to Prior Learning

Links to Y7:

  • Workshop skills: hand tools and processes
  • Design process: research, idea development, modelling, making, testing, and evaluation.
  • Sustainability: using materials responsibly, recycling, and considering the environment.

Statement of Inquiry

We can design creatively by considering if our consumption is sustainable

Key Concepts

Creativity

Assessment Criteria

A – Research

B – Developing ideas

ATLs

  • Thinking: Create novel solutions to authentic problems

Links to Prior Learning

Links to Y7 and Y8

  • Research skills: product analysis and evaluation
  • Embroidery skills: running stitch, backstitch, cross stitch, decorative stitch
  • Designing for a flat surface: choosing colours, patterns, and symbols to communicate meaning.
  • Planning and annotation: sketching designs, linking choices to a design brief.
  • Functional making skills: accuracy, neatness, finishing edges

KS4: Product Design Eduqas

Vision Statement

The growing DT department offers an opportunity for students to fully engage with the modern design process. Our accessible (and D.A.T.A. informed) course utilises a range of materials and production techniques to produce the highest quality creative outcomes. Students will become self-motivating, confident problem solvers who develop competencies in practical and technical aspects of design. Our hope is to create conscientious designers, responsibly aware of ethical material resourcing and usage. Pupils will learn about social, moral and cultural considerations and the responsibility of managing finite resources. Skill sets will be learned and developed in the use of digital design software, machinery, and hand tools to be applied across a broad range of specialist materials, including woods, metals and plastics, to create a prototype product.

Modules

Year 10

  • Mod 1- Technology In Our World
  • Mod 2- Materials
  • Mod 3- Components & Electronics
  • Mod 4- Manufacturing
  • Mod 5- Mechanisms and Motions
  • Mod 6- NEA Release A01 Research

Year 11

  • Mod 1- NEA A01 Specification
  • Mod 2- NEA A02 Design Development
  • Mod 3- NEA A03 Modelling & Making
  • Mod 4- NEA A04 Testing & Evaluating
  • Mod 5- Revision Programme 
  • Mod 6- Exam Summer SERIES

Course Outline/Assessment Methods

Exam Board – Eduqas
Teaching Hours: 5 hours per fortnight

What is the course?

This is an EDUQAS GCSE course in Design and Technology.

GCSE Design and Technology looks at the knowledge, understanding and skills required to undertake the iterative design process of exploring, creating and evaluating. The subject content is split into three sections: core technical principles, specialist technical principles, and designing and making principles.

The course is split into two units of study: one examination and one controlled assessment task. Each section is worth 50% of the course.

Yes. The controlled assessment task is largely based on practical skills. In preparation for this, all students will carry out various practical projects and smaller, focused practical tasks.

During the course, you will carry out and be assessed on the following areas:

  • Identifying and investigating design possibilities
  • Producing a design brief and specification
  • Generating design ideas
  • Realising design ideas
  • Analysing and evaluating
  • Communication and modelling skills

50% of the course is controlled assessment incorporating design, make and evaluation tasks.

You would be expected to participate in design and making tasks, to reflect on your own skills and abilities, to develop creative skills and to be passionate about your work.

You will be assessed on your practical and written skills, in both controlled assessment and written examination tasks.

GCSE Design and Technology can lead to a variety of courses, such as BTEC Level 3 Engineering and A Level Product Design. It could also lead eventually to any practical trade, for example, in Architecture, Engineering and Design.

KS4: Hospitality & Catering WJEC

Vision Statement

At the Hundred of Hoo, we nurture talent and ensure that pupils’ creativity knows no limits. The Technology department offers a Hospitality and Catering BTEC course. These are designed to empower students with essential culinary skills, nutritional knowledge, and a deep appreciation for food. This course will give you the knowledge and ability to develop life skills, enabling you to cook and make informed choices about what and how well you are eating.

Modules

Year 10

  • Mod 1- Unit 1 Food Safety
  • Mod 2- Unit 1 Hospitality and Catering provision
  • Mod 3- Unit 1  How providers operate 
  • Mod 4- Unit 2: The importance of nutrition/ evaluation cooking skills 
  • Mod 5- Unit 2 skills and techniques/  Presentation Techniques
  • Mod 6- Reviewing Unit 2 / menu planning

Year 11

  • Mod 1- Theory Unit 1/unit 2  recap 
  • Mod 2- Unit 2 NEA Mock Exam, Unit 1 Mock Exam preparation 
  • Mod 3- Unit 2 NEA Prep- reviewing unit 2 theory via practical application 
  • Mod 4- Unit 2 NEA 12hr Assessment
  • Mod 5- Revision Programme
  • Mod 6- Unit 1 Online Exam

Course Outline/Assessment Methods

Level 1/2 Vocational Award Hospitality and Catering (Technical Award)

Exam Board: WJEC

Teaching Hours: 5 hours per fortnight

Why this course

Have you wondered what it takes to work in a top hotel or restaurant? Does food and discovering new flavours and skills in the kitchen inspire you? Maybe you are interested in developing the skills you need to work front of house? If so, this practical and theoretical course can offer you the opportunity to uncover your potential.

Have you wondered what it takes to work in a top hotel or restaurant? Does food and discovering new flavours and skills in the kitchen inspire you? Maybe you are interested in developing the skills you need to work front of house? If so, this practical and theoretical course can offer you the opportunity to uncover your potential.

Use techniques in preparation of a variety of ingredients such as meat, fish, baked products, and sauces. Complete dishes using presentation techniques such as piping, run-outs, and knife skills.

You would be expected, as necessary, to support the department system or supply your own ingredients for practical work and containers, attend all lessons on time and with the correct equipment, complete all work, including valuable home learning, and to be able to work independently and as part of a team in class. You must, of course, always work safely and hygienically in the kitchen.

You will be assessed through a written examination and an assignment.

Unit 1 will be assessed through an exam, which is worth 40% of your qualification.

In Unit 2, you will complete an assignment where you will plan and prepare a menu in response to a brief. This will be worth 60% of your qualification and will take 12 hours.

The hospitality industry offers a wide range of opportunities, which include:
Front of house manager, head waiter, housekeeper, executive chef, chef de partie, concierge, receptionist, events manager, wedding planner, etc.

Successful completion of this qualification could support entry to qualifications that develop specific skills for work in hospitality and catering, such as:
Level 1 Certificate in Introduction to Professional Food and Beverage Service Skills
Level 2 Certificate in Professional Food and Beverage Service Skills
Level or Level 2 NVQ Diploma in Professional Cookery

Where the WJEC Level 1/2 Award in Hospitality and Catering is achieved together with other relevant Level 1/2 qualifications, such as GCSEs in English and Maths and Science, learners may be able to access Level 3 qualifications relevant to the hospitality and catering sector, such as:
WJEC Level 3 Food, Science and Nutrition (certificate and diploma)
Level 3 NVQ Diploma in Advanced Professional Cookery

Linked Sixth Form Courses:

  • Food Science and Nutrition
  • Food Hygiene
  • Leiths Level 3 Professional Cookery

Future Course/ Career Opportunities:

  • Dietician / Nutritionist
  • Food Sales and Promotion
  • Product Development
  • Chef / Baker / Caterer
  • Consumer Technologist (Sensory Analysis and Product Tasting)
  • Food Journalist / Food Critic
  • Environmental Health Officer
  • Health & Safety Inspector
  • Food Service Management 
  • Delicatessen / Restaurateur
  • Food Wholesaler

KS4: GCSE Graphic Communication

Vision Statement

At the Hundred of Hoo, we nurture talent and ensure that pupils’ creativity knows no limits. The Art department offers a range of courses that enables pupils to explore a range of different media, processes and techniques ensuring that pupils gain valuable opportunities to develop and display thought-processes that lead to incredible artistic results. One opportunity is to produce a portfolio of work that can support progression higher education. The course provides pupils with a wide range of creative, exciting and stimulating opportunities to explore their interests in ways that are both personally relevant and developmental in Graphics. Pupils develop their ability to actively engage in the processes of Graphic Design to build creative skills through learning and practical workshops, to develop imaginative and intuitive ways of working and developing knowledge and understanding of media, materials and technologies in historical and contemporary contexts, societies and cultures.

Course Outline/Assessment Methods

Students will choose a project from a list of options and complete an independent study of the topic with a 10-hour exam focussing on a final outcome.

The AQA GCSE Graphic communication course has the following two units:

Component 1 - 60%

Coursework portfolio (60% of GCSE). Internally assessed and moderated by examiner visit to centre.

Students begin with a project focusing on ’Music’ and then move on to a second project ‘Sustainability’. Students will research a broad range of Artists based on the topics and develop their own skills within this using a variety of materials, media and techniques. This component develops a broad range of skills including 2D drawing skills using a range of resources, media and processes and the use of a variety of IT programs and media including Photoshop, font design programs and Graphics tablets.

Externally set Assignment (40% OF GCSE). Internally assessed and moderated by examiner visit to centre. Supervised time:10 hours.

Linked Sixth Form Courses:

  • Art and Design
  • Fine Art
  • Graphic Communication
  • Textile Design
  • Photography

Future Course/ Career Opportunities:

  • Graphic designer
  • Advertising
  • Publisher
  • Illustrator
  • Interior and Spatial Designer
  • Animator
  • Creative Director

Departmental Performance:

  • 2023/24: 9-4 = 58.8%
  • 2022/23: 9-4 – 67%