Many Miles in May Total2/06/20
Throughout the month of May students and staff from across Falmouth School took on the ‘Many Miles in May’ challenge, to work together as a team to see how far they could travel.Read More...
Design & Technology
Year 7 Aim - Intent - D&T - Creativity, Problem Solving and Collaboration.
In year 7 the Design and Technology department aims to offer out pupils and enriched range of projects that link to Engineering, Design, Textiles and Food nutrition. Food is a very important part to our pupil's health for life and we offer two savoury dishes and one sweet. Our pupils learn about the eat well plate guide and the importance of a balance diet in context to exercise and food hygiene. We explore rocket cars with Engineering and aerodynamics linking team working and problem solving. This is a national project where we compete in a local and national event. We are extremely fortunate to have local industry Watson and Marlow sponsor for this project. Creativity and designing is informed with bridge building and the creating a safety cage for an experimental egg drop activity. We provide ample opportunity for collaborative learning and the iterative design process. These key skills, creativity, problem solving and teamwork are what industry is demanding for a future careers. In textiles we allow the pupils to experiment with printing processes and basic stitching styles to help build hand-eye co-ordination.
Year 8 Aim-Intent- Mechanical Systems, Food Nutrition and New Technology.
Year 8 is about building upon the skills of year 7 and introducing more technical elements to materials, processes and nutrition. Building upon the year 7 textiles project, in year 8 we approach textiles using new technology by stitching a circuit design using electronics. A novel approach that introduces new technology being used in the fashion industry. Our year 8 also cover mechanical Toy project which introduces practical relying on making a system operate and creating a narrative to this. The project blends creativity with a mechanical element and explores sustainability with timbers. This is a key global concern that is taught within this project. A pop up card project introduces a cultural influence to designing and the Bauhaus was selected as a key influence due to its world cultural influence. Food nutrition is the main focus for year 8 covering macro-nutrients and micro-nutrients with two savoury dishes and one sweet. Food nutrition is critical to learn alongside key pathogens.
Year 9 Aim-Intent- Development of Skills
Year 9 in food preparation is about learning about different services and provisions and links to real world services and organisations and how they work. This provides an insight into career pathways. A critical part to food is health and safety and year 9 provides the platform to embed commercials skills related to good hygiene practices. Linking from year 8, nutrients and food types are explored to extend this by giving a deeper depth and wider understanding to nutrients and their critical importance to our health. Finally for year 9 pupils explore career pathways to industry and discover more about Hospitality careers.
In year 9 GCSE D&T pupils are given specific time to explore and develop their design skills and creativity. The course focuses on two Units of the GCSE only which is exploring designers and design companies with understanding tools and equipment. The pupils mainly focus on skills such as drawing, model making and exploring working in timbers. British values are covered in year 9 with iconic designers that have influence our culture and the projects undertaken are designed to help build up skills in making and iteration. The final element to year 9 is CAD/CAM skills which are industry relevant including Fusion 360 and 2D Design. The pupils are introduced to 3D modelling and printing which reflects designing in the design world.
Engineering Level 2 TECH Award
In engineering the pupils follow a skills program to help develop making along side designing and testing. The pupils start in cycle one with an introduction to engineering sectors and career pathways supported by Watson and Marlow our local industry link. The students are given a small practical task that introduces working to an engineering drawing and the introduce to safe working practice. The pupils progress into designing a prototype project and encouraged to explore model making and testing in solving a practical problem; currently this is a can crusher linking recycling into their learning. The final project looks to develop the prototype model into CAD/CAM and creating a laser cut version. Along side this Fusion 360 is introduced so that pupils can explore a series of model making exercises that are not related to any project but help build up confidence.
Year 10 Aim-intent - Embedding Knowledge and practical applications
The knowledge gained in year 10 is more specific to give you an insight on how the industry operates which is both knowledge for you and what you will need for exam preparation. Learning about how the front and back of house operates will help with any future jobs within the industry and give insight to how the industry is structured and operates. For future life skills in storing and cooking your own food and food for others safely year 10 further explores health and safety laws and guidance for the catering industry. This will also enable you to identify potential hazards in your own cooking or when eating out which will reduce the risk of yourself or others becoming ill. Further in year 10 an understanding of what hospitality and catering establishments provide, their services, to suit the needs of a range of people. This will help you to identify the needs of others in an academic setting and within life enabling you to make informed choices in order to provide provisions for different people in order to be inclusive.
In year 10 at GCSE pupils will approach the main core Units of the course and explore the wide range of topics that help build up knowledge for working in industry. this includes covering social and economical issues, climate changing topics and wildlife. The aim of year 10 is create our pupils to be better consumers knowing the environment issues in using materials that are wasted. The world needs ethically produced products. Practically the pupils focus on tolerance and accuracy in creating a technical piece of work that is in timber. Other aspects of engineering are learned including electronics, mechanics and a general material unit that expands on their previous knowledge.
Engineering Level 2 TECH Award
The pupils first assignment dives much deeper into engineering industry and how different organisations and services operate. Watson and Marlow take part in introducing career pathways to the year 10 within a STEM activity to help link learning. Their first assignment is a summation of what they have learned as they pick out an engineering product of their choice and investigate the companies that make them. Year 10 in engineering brings the experience of year 9 into play with the designing and making element to Component 1. The pupils are encouraged to locate and find an engineering issue and then work a solution through exploration and collaboration. They are then tasked to produce a orthographic engineering drawing that a third party can read to make. This is an excellent platform for the real world of engineering.
Year 11 Aim-Intent - Coursework - Assignments - Exams
Year 11 is about coursework preparation and practical assessments of your cooking skills. Our pupils are prepared for their examination to understand how hospitality and catering establishments provide equal opportunities for all and ensure that provisions are put in place to suit all needs. Not only does this aid them in the long essay style questions of the exam but it will give a deeper understanding on how to be more inclusive with all groups of people. If you work in the industry in later life this will help our pupils recommend activities, events and places to visit to future clients as well as make yourself more aware of others needs and how to meet them.
Year 11 for GCSE D&T is about responding to a contextual challenge set by the exam board which is in essence similar to what would be called coursework. The pupils will engage with local industry as arranged by the supporting teacher. Historically this has included working with Shelter box, Conscious Creatives and Harvest Cornwall and the pupils are encouraged to to adopt outside expertise as a form of feedback to link their ideas to current trends and needs. Within year 11, revision will take place with regards to exam preparation which will complete the course.
Engineering Level 2 TECH Award
In year 11 for Engineering pupils will explore Component two and carry out two investigations into existing products to discover how they are made and why the materials and processes are chosen. The idea is for pupils to understand the practical realities of manufactured engineering components. The first assignment focuses on materials and processes in general and then followed by a second assignment that encourages the pupils to measure and understand how to dissemble parts. In engineering this is a good practice to adopt within industry and helps our pupils to point out proprietary parts against specific.
A-Level Product Design
The transition to A-level Product design can be done through the GCSE, the BTEC Engineering Tech Award or just entering with no experience. The course is set over two years and has its links widely covering industrial processes, current design trends and social ethical concerns. In year 12 the pupils are tasked with two distinct projects that are Technical and Design orientated. Both projects are linked to designing with materials. A trip to IKEA is offered in the first term so that pupils can explore the latest in retail products that have a sustainable and informative approach. They take part in developing a technical, practical project which explores joining methods, sizes and tolerance along side a design project which explores ergonomic, anthropomorphic and sustainable issues. The two year course was chosen so that students can have the time to develop their skills and knowledge first with the application of a year long project of their choice. Their coursework project called an Non-examination Assessment insists on the pupils working with outside companies and video and audio evidence is required to show a third party role. This very important for developing social skills and confidence in presenting ideas to commercial sector.
WJEC Catering Level 3
A wonderful 2 year course on catering that offers a fantastic opportunity to go into Catering industry by exploring the key aspects such as nutrition and recipe techniques. The course runs for two years and has a good lead into the catering courses or apprenticeships.
Engineering Level 2
This one year course begins with a look at the variety of engineering sectors and skills required within them. The two exams are based around Materials and Processes and Engineering Maths. Both of these are taken online. The practical units covered include Fabrication which looks at sheet metal work and other useful material processing techniques. Electronics, in which students learn about different components and printed circuit board technologies; producing a few completed products of their own. Engineering principles and methodologies such as Lean manufacturing are dealt with in a practical fashion and household Electrics are also covered. Other areas of Engineering are investigated and Work experience placements are obligatory. Visits from professionals enhance the learning as do day trips to fascinating hi-tech factory sites such as Watson and Marlow. Links with professionals and companies are also fully encouraged.
Construction Level 2
This one year course begins with a fascinating delve into construction technology that covers a broad range of building and development topics in preparation for a written exam. Following this is a unit that covers the topic of sustainability in construction, which looks at all the environmental concerns that face developers and planners in today's globally conscientious times. This makes up the other written exam component. The majority of the course however, is made up of practical tasks, which are all assessed on a research and skills output basis. These include Carpentry and Joinery, Painting and Decorating, Plumbing and of course brick and block work. Other units cover areas of planning and design for dwellings and look in detail at various roles and skills required by the modern day construction worker. Work experience is obligatory for this course and indeed, links and visits with professionals within the trade are fully encouraged.
Mr R Cilia