Bug Infestation! Jitter Bugs that is!
Students in year 7 work on a STEM project making electronic bugs!
Year 11's Get Cooking!
Year 11 Food Technology Students are producing a range of delicious meals for their coursework project. There brief is to design a meal or snack suitable for children which will contribute to a nutritionally balanced diet.
Year 9 Alternative Energy
What do I have to do?
Research into ‘alternative energy’. You will gain a basic knowledge of the different types of alternative energy. You will then research the ‘off shore’ wind farm off Lynmouth on the north Devon coast. You will produce a wind mill to promote the Atlantic Array Scheme. Surface graphics and windmill will be produced.
How long will it take?
The project will run for 12 weeks.
What will I learn?
An understanding of alternative energy sources.
A basic knowledge of the ‘wind farm’ and its social and environmental issues and its working.
How to develop design skills in response to a specific client and situation.
How will my work be assessed?
Level 3- You must show a basic knowledge of different types of alternative energy sources with an attempt to present their findings and design work for a POS with limited success.
Level 4- You must show a good understanding of alternative energy types. You must have designed and made a ‘windmill’ with surface graphics that display appropriate design and some design ability.
Level 5 - You must display good presentation standards and a consistent level of effort and understanding of the topics covered. Research, appropriateness of design, make and presentation.
Level 6 - You must show excellent research, understanding and appropriate design capability and a as a direct response to the research. Presentation will be excellent throughout.
How might my parents assist me in the completion of the task?
Planning… students will benefit from assistance with their time management and planning a organised approach to the task.
Research… an enthusiastic interest in what the student is looking at and checking their understanding of the technology and principles involved will aid in the clarity and cementing of the ideas in the students mind.
Week 1… Part One… Begin project… Students to gain an understanding of ‘alternative energy’. What it is, what types there are, and why we need it?… Internet research. Book research.
Week 2… Start to break down the sources into their groups… 1- Geo-Thermal… What is it? How does it work? What does it look like?
Week 3… Hydro Electric… What is it? How does it work? What does it look like?
Week 4… Wind Farms… What are they? How does it work? What does it look like?
STUDENTS ARE EXPECTED TO PRODUCE THIS IN A PROJECT FORM. PRESENTATION OF THEIR CHOICE. THEIR OWN WORDS, FOUND IMAGES, ADVANCED STUDENTS ARE EXPECTED TO EXPLORE THE WHOLE PICTURE… ARGUMENTS FOR AND AGAINST THESE METHODS OF GENERATING POWER. WORK WILL BE CHECKED AT THE 4 WEEK PERIOD.
Week 5… Part Two… Mini project. The ‘Atlantic Array Scheme’. Initial research into the project to understand what it is, where it is and its aims.
Week 6... Begin to produce written and visual information to inform the reader all about the ‘scheme’. Introduction as the what the scheme is. Initial background information.
Week 7… More in depth research and presentation about the wind-farm. How it works. How power is produced. How many homes can it feed… etc.
Week 8… Arguments and conclusions. Are there any people that think the wind-farm should not be there? Is there another side to the issue? What do you think? Students should show a balanced view and give a concluding comment about what they have learnt.
STUDENTS ARE EXPECTED TO PRODUCE THIS IN A PROJECT FORM. PRESENTATION OF THEIR CHOICE. THEIR OWN WORDS, FOUND IMAGES. THIS WILL BE SHARED AS A CLASS IN WEEK 8.
Week 9…. Part Three… A Point of Sale to promote ‘Farm Energy 2’. Students will be asked to begin designing a new corporate identity (logo) for the ‘Farm Energy 2’ project.
Week 10… The new ‘logo’ must now be finalised and students are to understand it will be put onto a specific ‘point of sale’ to promote the new wind farm. This will be a small hand held windmill; the pattern of which is supplied. Designs must be produced to be implemented on the windmill. The surface graphics MUST include the new corporate identity logo.
Week 11… Trialling the making. Students should test their surface graphics and make a maquette of the final windmill checking the graphics work and can be seen once the windmill is made. All failed and rough attempts should be handed in and used in the project.
Week 12… Alterations and the making! Students are the make their windmill.
ALL WORK WILL BE HANDED IN IN WEEK 12. THE 3 PARTS ARE TO BE PRESENTED AS 1 WITH ALL WORK, INCLUDING THE DESIGN WORK AND TESTING OF PART 3 TO BE PRESENTED WELL AND CREATIVELY.
IT WILL BE ENCOURAGED FOR THE STUDENTS TO VIEW EACH OTHERS WORK AND COMMENT POSITIVELY ON WHAT THEY SEE AND SHARE THEIR THOUGHTS.
Research into ‘alternative energy’. You will gain a basic knowledge of the different types of alternative energy. You will then research the ‘off shore’ wind farm off Lynmouth on the north Devon coast. You will produce a wind mill to promote the Atlantic Array Scheme. Surface graphics and windmill will be produced.
How long will it take?
The project will run for 12 weeks.
What will I learn?
An understanding of alternative energy sources.
A basic knowledge of the ‘wind farm’ and its social and environmental issues and its working.
How to develop design skills in response to a specific client and situation.
How will my work be assessed?
Level 3- You must show a basic knowledge of different types of alternative energy sources with an attempt to present their findings and design work for a POS with limited success.
Level 4- You must show a good understanding of alternative energy types. You must have designed and made a ‘windmill’ with surface graphics that display appropriate design and some design ability.
Level 5 - You must display good presentation standards and a consistent level of effort and understanding of the topics covered. Research, appropriateness of design, make and presentation.
Level 6 - You must show excellent research, understanding and appropriate design capability and a as a direct response to the research. Presentation will be excellent throughout.
How might my parents assist me in the completion of the task?
Planning… students will benefit from assistance with their time management and planning a organised approach to the task.
Research… an enthusiastic interest in what the student is looking at and checking their understanding of the technology and principles involved will aid in the clarity and cementing of the ideas in the students mind.
Week 1… Part One… Begin project… Students to gain an understanding of ‘alternative energy’. What it is, what types there are, and why we need it?… Internet research. Book research.
Week 2… Start to break down the sources into their groups… 1- Geo-Thermal… What is it? How does it work? What does it look like?
Week 3… Hydro Electric… What is it? How does it work? What does it look like?
Week 4… Wind Farms… What are they? How does it work? What does it look like?
STUDENTS ARE EXPECTED TO PRODUCE THIS IN A PROJECT FORM. PRESENTATION OF THEIR CHOICE. THEIR OWN WORDS, FOUND IMAGES, ADVANCED STUDENTS ARE EXPECTED TO EXPLORE THE WHOLE PICTURE… ARGUMENTS FOR AND AGAINST THESE METHODS OF GENERATING POWER. WORK WILL BE CHECKED AT THE 4 WEEK PERIOD.
Week 5… Part Two… Mini project. The ‘Atlantic Array Scheme’. Initial research into the project to understand what it is, where it is and its aims.
Week 6... Begin to produce written and visual information to inform the reader all about the ‘scheme’. Introduction as the what the scheme is. Initial background information.
Week 7… More in depth research and presentation about the wind-farm. How it works. How power is produced. How many homes can it feed… etc.
Week 8… Arguments and conclusions. Are there any people that think the wind-farm should not be there? Is there another side to the issue? What do you think? Students should show a balanced view and give a concluding comment about what they have learnt.
STUDENTS ARE EXPECTED TO PRODUCE THIS IN A PROJECT FORM. PRESENTATION OF THEIR CHOICE. THEIR OWN WORDS, FOUND IMAGES. THIS WILL BE SHARED AS A CLASS IN WEEK 8.
Week 9…. Part Three… A Point of Sale to promote ‘Farm Energy 2’. Students will be asked to begin designing a new corporate identity (logo) for the ‘Farm Energy 2’ project.
Week 10… The new ‘logo’ must now be finalised and students are to understand it will be put onto a specific ‘point of sale’ to promote the new wind farm. This will be a small hand held windmill; the pattern of which is supplied. Designs must be produced to be implemented on the windmill. The surface graphics MUST include the new corporate identity logo.
Week 11… Trialling the making. Students should test their surface graphics and make a maquette of the final windmill checking the graphics work and can be seen once the windmill is made. All failed and rough attempts should be handed in and used in the project.
Week 12… Alterations and the making! Students are the make their windmill.
ALL WORK WILL BE HANDED IN IN WEEK 12. THE 3 PARTS ARE TO BE PRESENTED AS 1 WITH ALL WORK, INCLUDING THE DESIGN WORK AND TESTING OF PART 3 TO BE PRESENTED WELL AND CREATIVELY.
IT WILL BE ENCOURAGED FOR THE STUDENTS TO VIEW EACH OTHERS WORK AND COMMENT POSITIVELY ON WHAT THEY SEE AND SHARE THEIR THOUGHTS.
Year 8 Lets go fly a kite!
This is a 6 week project looking at kites and the many different designs that are around. You will need to research the history, how they fly and the designs. You will then use this information to design and make your own kite.
Week 1
Investigate different kite shapes. Draw and label an example of each. You should spend about 30-40 minutes on this part.
Week 2
Sketch 6 ideas that you could use on the surface of your kite. You could chose a theme or maybe just patterns. You should send 30-40 minutes on this part.
Part 3
Take your best design idea and modify it until you have a final design. Use labels to explain your work. You should spen 40 minutes on this part.
Part 4
Make a leaflet explaining how a kite could be made. This will hekp you next week when you make your kite. You should spend 40 minutes on this part.
Part 5
Make a kite! Use you design and the leaflet you prouced to make your own kite which will be displayed in school. You should spend 30-40 minutes on this part.
Part 6
Make a kite! Use you design and the leaflet you prouced to make your own kite which will be displayed in school. You should spend 30-40 minutes on this part.
A power point with further details is available on the VLE.
Week 1
Investigate different kite shapes. Draw and label an example of each. You should spend about 30-40 minutes on this part.
Week 2
Sketch 6 ideas that you could use on the surface of your kite. You could chose a theme or maybe just patterns. You should send 30-40 minutes on this part.
Part 3
Take your best design idea and modify it until you have a final design. Use labels to explain your work. You should spen 40 minutes on this part.
Part 4
Make a leaflet explaining how a kite could be made. This will hekp you next week when you make your kite. You should spend 40 minutes on this part.
Part 5
Make a kite! Use you design and the leaflet you prouced to make your own kite which will be displayed in school. You should spend 30-40 minutes on this part.
Part 6
Make a kite! Use you design and the leaflet you prouced to make your own kite which will be displayed in school. You should spend 30-40 minutes on this part.
A power point with further details is available on the VLE.
Year 7 Inventions Work
What do I need to do?
You will research into inventions and produce a poster to add to the Design and Technology timeline displayed in the D&T corridor.
What will I learn?
What an invention is and it’s relevance in D&T.
How long will it take?
You have 6 weeks to complete the home work project.
How will it be Assessed?
The quality and reliability of the research information used and the
quality of the final outcome.
Week 1
Pick an invention and record on your planning sheet. You can do this on the computer or by hand. If you need a printed copy just ask your D&T teacher.
Research the invention to find out the date it was invented and the inventor and record it on your sheet.
Week 2
Research 5 facts about the invention you have chosen and record it on your sheet. You can print or copy the information or save it electronically.
Week 3
Research 5 facts about the inventor and record it on your sheet. You can print or copy the information or save it electronically.
Week 4
Find a selection of images showing the inventor and invention and record it on your sheet. You can print or copy the images or save them electronically.
Week 5
Draw out a plan for a poster that contains the information gathered.
Week 6
Use the information you have found to form a poster about your chosen invention and it's inventor.
You will research into inventions and produce a poster to add to the Design and Technology timeline displayed in the D&T corridor.
What will I learn?
What an invention is and it’s relevance in D&T.
How long will it take?
You have 6 weeks to complete the home work project.
How will it be Assessed?
The quality and reliability of the research information used and the
quality of the final outcome.
Week 1
Pick an invention and record on your planning sheet. You can do this on the computer or by hand. If you need a printed copy just ask your D&T teacher.
Research the invention to find out the date it was invented and the inventor and record it on your sheet.
Week 2
Research 5 facts about the invention you have chosen and record it on your sheet. You can print or copy the information or save it electronically.
Week 3
Research 5 facts about the inventor and record it on your sheet. You can print or copy the information or save it electronically.
Week 4
Find a selection of images showing the inventor and invention and record it on your sheet. You can print or copy the images or save them electronically.
Week 5
Draw out a plan for a poster that contains the information gathered.
Week 6
Use the information you have found to form a poster about your chosen invention and it's inventor.
The current year 9 students studying Textiles Technology are embarking on a brand new project to make a foot stool. This project involves two different D&T disciplines as students will make the top out of fabric and the frame out of wood. We haven't tied this on such a large scale in Textiles before so fingers crossed it will work! I'll post pictures of the finished articles soon.
Year 11 Visit Ringswell Catering Academy
Year 11 Food Technology students were invited to cook in the new Catering Academy on the site of the old school. It was a fantastic opportunity for students to prepare food in a real working environment. They cooked a fantastic buffet for a number of special guests and as you can see by the pictures the food really was outstanding.Students enjoyed the experience of having to plan, prepare and cook in the busy and at times stressful environment. It was also really interesting for them to see the changes that had been made. The old school canteen was hardly recognisable!
Airline Meals
Airline Meals!
Have you been on a plane and not enjoyed the food? Year 9 Food Technologists aim to change this!
Working with Fly Be Year 9 students have been developing airline meals that meet a range of design criteria. The aim of the project is to design and produce a meal that improves existing products!
Have you been on a plane and not enjoyed the food? Year 9 Food Technologists aim to change this!
Working with Fly Be Year 9 students have been developing airline meals that meet a range of design criteria. The aim of the project is to design and produce a meal that improves existing products!
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