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Thomas Telford School


		11-16 schools

		6th form schools

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About the case study

At this high-achieving school with a commitment to design and technology, GNVQ intermediate in hospitality and catering is used to deliver food technology within the key stage 4 design and technology entitlement area.

The school

Thomas Telford School in Telford is an 11-18 city technology college and specialist technology school of 1,166 students. The school draws its students from a defined catchment area and has to ensure, as far as possible, that the intake is representative of the full range of ability within its local community; four per cent of students have special educational needs without statements.

The school operates a longer than average school day and year. Twice-weekly sessions running from 4.00pm until 5.40pm are compulsory for all key stage 4 students. An extracurricular programme gives all students a choice of opportunities to complement and extend their education. Parents are expected to support the school in its endeavours to educate their children through the longer school day and year.

Rationale for the key stage 4 curriculum

to maximise student performance
to follow the national curriculum while giving students the opportunity for more extensive study in technology, science and mathematics
to encourage a style of learning that embraces the imaginative use of technology coupled with proven traditional methods
to enable students to achieve greater independence and maturity through learning activities directed towards self-reliance, confidence and teamwork.

This rationale is supported by creative timetabling, which allows students to work without interruption or the need to change workplace. The day is divided into two teaching sessions, each three hours long, with some half sessions. There are no bells to disrupt the work pattern. Each year’s curriculum is organised on 10 four-week modules, which prescribe the 10 reporting periods and the curriculum divisions within subject areas.

Students are placed in seven mixed-ability teaching groups. Individual subjects can teach these groups as they are or use a setting system. There is no cross-subject banding or setting.

From September 2003, students study design and technology for one and a half sessions per week in years 7 to 11, a total of 4.5 hours a week for each year group.

Design and technology entitlement area

The aim of the design and technology curriculum is to enable students to be inventive in designing practical solutions to problems. In doing this it is hoped they will bring about change and improvements in existing situations. In essence, ideas are conceived, developed, modified and given shape in tangible artefacts and systems through which the original idea can be evaluated.

Thomas Telford takes a holistic approach to design and technology education and it is important to view it as a five-year programme. Student attainment in design and technology is high, with 100 per cent achieving at least level 5 and 91 per cent achieving level 6 by the end of key stage 3.

In year 7 all students follow a foundation course in design and technology and art and design. This is a carousel programme that includes two resistant material projects, one electronics/systems and control project, one CAD/CAM project and three mixed-media art and design projects.

Year 8 provides a range of experiences in resistant materials, graphics and design, CAD/CAM and electronic products. Textiles is taught in art and design. Hospitality and catering covers the food technology component.

In year 9 an options programme provides students with a selection of preparatory courses for GCSE:

GNVQ intermediate in hospitality and catering
design and technology product design
design and technology electronic product design.

Both art and design and hospitality and catering are offered in a second option block, which enables 20 students to study two design and technology subjects.

Design and technology entitlement at key stage 4

At key stage 4 all students choose a design and technology subject from the three focus areas above. One hundred per cent of students are entered for either GCSE or GNVQ in their chosen course.

Focus on hospitality and catering

The hospitality and catering course offers students a range of opportunities to develop skills, knowledge and understanding consistent with the aims of the entitlement requirements for design and technology at key stage 4. It makes a major contribution to work-related learning and the citizenship curriculum. Students enjoy and persist with the rigour and major challenges that the course provides.

Key features of the course include:

investigation of the industry at both national and local levels, gaining an understanding of its size and scale and the services and products it offers to different customers with different requirements
the opportunity to learn about jobs and skills within the industry, enabling students to focus on their career choices.
visits to and assignments on the local and overseas hospitality and catering industry
the importance of customer care, in the context of the delivery of services and facilities
functioning effectively in the industry: students need to be aware of the importance of satisfying customer requirements as efficiently as possible
knowledge and understanding of how organisational structures and systems operate within the industry
how supply networks exist and how customer need and demand is identified and met
the practices and standards of food hygiene, introducing students to the causes and effects of food contamination
the opportunity to acquire the basic food handling certificate
development of practical skills: the course involves students working within both work-based training and simulation within school. Students will also investigate outlets offering services and the types of operations involved
investigation of the methods of food preparation and/or cooking and food/drink service that are used in a number of different outlets. This unit has a large practical component. Students must demonstrate the use of skills required to prepare and serve food and drink in a number of situations, including school-based practical training kitchens, hospitality and conference situations
working in roles where understanding and practical experience with financial transactions are required
devising, organising, investigating and developing themed events within the school. Students research menus, identify ingredients and processes, prototype and refine the meals before producing and serving them to paying customers. They evaluate and report the outcomes of their assignments through presentations
preparing menus and catering for visitors to the school. Students are also called upon to cater and prepare refreshments for all major school social functions, such as awards evenings and performances.

The subject is profiled regularly on the school’s weekly internal broadcast, which is available on line at www.ttsonline.net/ under the ‘Curriculum news’ section. Students are also given very positive images through the many TV celebrity chef programmes.

The teaching environment

A specialist training kitchen is provided for practical sessions. This teaching venue, which is used for all practical sessions, is equipped with industrial and commercial standard equipment and facilities. The school has a hospitality suite used by guests and visitors. A study room with an interactive whiteboard and a small number of web-linked PCs provide students with their non-practical teaching venue.

Post-16 progression in hospitality and catering

Post 16, the school offers a VCE in hospitality and catering at single and double award. The past record for GNVQ at this level was 100 per cent and this has been maintained through the VCE. Although a relatively small number of students take the VCE, a constant demand exists. The school strives to maintain continuity of staffing.

The course provides ample opportunity for all students to achieve success. A range of teaching strategies is employed, enabling students of all abilities to achieve. Differentiation is by task and the range of support provided can be varied easily. This gives higher ability students the opportunity to develop their work to the highest levels defined by the specification while providing sufficient support to lower ability students in the same context.

Evaluation

Students of all abilities find the GNVQ appealing. They relate to its relevance for both domestic and employment situations. Students who have taken this course are highly sought after within the local industry and are able to secure employment easily once they have an appropriate food handling certificate and have reached the required age. They also welcome the social interaction required to succeed.

The writing up of assignments is seen as relevant and the need for teamwork to achieve many of the tasks allows students to provide support for each other. The subject also encourages creativity and research skills through the development of menus and dishes for serving at functions. Presentation, both personal and professional, in assignments and practical work is also valued and developed.

Also see

> Entitlement courses

> Pace and progression

> Statutory entitlement areas at key stage 4

> Using GCSEs in vocational subjects within the key stage 4 curriculum

> Developing a key stage 4 curriculum