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Promoting British Values in Design Technology

The opportunities for students to develop their self-esteem and self-confidence are richly embedded in the open ended projects given to students at all key stages. The projects allow students to discover themselves through encouraging creative and innovative solutions to design and make problems.

Students are taught about the moral choices facing designers & manufacturers when deciding on materials. Students use the six ‘Rs’ of sustainability to understand and apply ways of conserving the Earth’s resources.  Students have the ability to choose and have an input into the work they do both at KS3 and 4. They choose their coursework path and are encouraged to work independently along the whole of their course.  Each KS provides key skills for life and the ability to create a product they are proud of.

Students develop an awareness of Health & safety for themselves and others within each work area. Students are taught the social skills around behaviour self-regulation to ensure collective responsibility for a safe and efficient working environment. They are taught to challenge each other’s behaviour or practices if they fall short of the collective expectations of the group. 

Exploring how products contribute to lifestyle and consumer choices. Understanding how products evolve according to users’ and designers’ needs, beliefs, ethics and values. Resistant materials students study iconic British designer and Art & Design movements. 

Technology students learn Principles, application, advantages/disadvantages to society and the environment of minimising waste production throughout the product life cycle using the following 6 Rs:

· Rethink about using a product/materials that are not from a sustainable source

· Repair products that break down or stop functioning rather than replacing them

· Recycle materials and products or use recycled materials

· Reuse materials and products where applicable

· Reduce materials and energy

· Refuse a product if you do not need it or it is environmentally or socially unacceptable

We use evaluating through peer and self-assessment to build foundations of mutual respect. We focus on the learning habits to build self-confidence and allow students to not be scared to fail. We carry out product analysis in all areas and give students the opportunity to maturely critique each other’s work.

Promoting British Values in Food Technology

Students begin the course by looking at the importance of legislation in the kitchen and the importance of safe working practices, as a result, students respect the fact they are in a catering kitchen and understand the importance of working together to support one another and ensure each other is safe. Multicultural projects are completed in all year groups, year 7 begin with considering breakfasts from around the world, year 8 look at British takeaways and where the dishes originated. Year 9 and above is dictated by the exam board, however multicultural foods are taught through KS4 regardless of the exam board brief. Students who do not eat specific foods due to religious reasons are always considered and an alternative suggestion for the recipe is provided for them. Religion is a key part of the food course and through class discussion we dispel any misconceptions that students have of other cultures or religions and their beliefs with regards to food. It is important for students to build their confidence in the kitchen, students are given the opportunity to create their own dishes and experiment with flavours and textures. This is turn develops a passion for food in students and opens up discussion with regards to what each student has created and how it has turned out. Students also consider the environmental issues that our consumption of food can have including; increasing our carbon footprint, the amount of food we throw away, recycling, fair trade and the importance of seasonality.

 

Promoting British Values in Health and Social Care

Health and Social Care by nature covers a wide range of British Values through the structure of the subject and the key areas of learning. Students are taught the importance of the care values which focuses on the importance of mutual respect and the tolerance of other faiths and beliefs. The care values clearly focus and explain that at the heart of care must be an understanding that everyone should be respected and treated with dignity regardless of their faith, belief, ethnicity, sexuality or gender. The subject is taught using a lot of class discussion meaning that we have created a safe and respectful environment for each student to air their views and opinions on a variety of often emotive topics. The subject also covers legislation that is put in place to protect vulnerable people and the importance of these laws, again there is much opportunity of discussion and for students to question themselves, each other and myself. The ability to are opinions in class discussion builds students’ self-esteem and confidence as they can explain their thoughts, feeling and opinions without the fear of being judged.

 

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