Dear Parents and Students
Welcome to Monmouth Comprehensive School
In our school we encourage everyone to have the highest expectations of themselves and each other as together we Learn to Lead our Lives.
We are proud of our students’ academic achievements. Just as importantly, we are a school that cares. We believe that students need to feel comfortable and secure in order to learn and, as a school, we put as much emphasis on creating a supportive and happy environment as we do on academic success. We achieve both.
I look forward to working with you to ensure the very best learning and life for the young people in our care.
out of school
13 members of the MCSBC squad were selected to represent the school at the National C...
Success for Tillie Westood (7PH), Maddie Francis (7PH) and Cameron Francis (7RW), com...
Well done MCSBC, 11 wins at Monmouth Regatta - a very successful weekend for all conc...
DESIGN & TECHNOLOGY
Subject Leader: Mr P Bland
The Design and Technology Department aims to create an environment that provides exciting stimuli for boys and girls of all ages, abilities and cultures, giving a broad and balanced approach to Design and Technology with a special attention to “hands on” experience across a wide range of activities.
Projects undertaken take into account the wide variety of interests that students may have and enable them to learn about and use a process in which they need to identify, design, make and evaluate, as well as acquiring knowledge of design methods, experience of materials and techniques and an awareness of technological concepts. The students should develop a sound understanding of safety requirements as an integral part of all Design and Technology activities. They should also develop an awareness of the social implications of Design and Technology, perceptual sensitivity, aesthetic judgement and the ability to design functionally for a variety of situations.
The approach to Design and Technology in the school integrates all parts of the subject and makes the student aware that there is not always one correct answer. Open mindedness is encouraged and divergence of thought sought. It would be hoped that the Design and Technology process would encourage and foster in students an independence of thought and action.
Over the years, under various initiatives and through Faculty funds, the Design and Technology area has created three well equipped multi media workshops, design studio (with state-of-the-art computer aided design facilities), and specific rooms for the teaching of electronics, pneumatics and control technology.
KEY STAGE 3
At Year 7 we follow a skill based learning programme incorporating projects that will introduce and develop skills such as finding out and reporting, problem solving, teamwork and communication.
The Food and Textile projects included in Years 8 and 9 effectively combine theoretical and practical tasks that encourage students to encompass these fundamental skills throughout the design process.
Throughout Key Stage 3, students are taught techniques for exploring and developing ideas including sketching and rendering, annotated drawings, 3D mock ups and computer simulation. Sometimes the students work on their own, sometimes in pairs and, on occasions, as a member of a team. They will use aspects of mathematics, science and art.
In Textiles Technology, students are taught techniques to decorate and embellish fabrics through a variety of mediums such as dyeing methods, appliqué and CAD/CAM. These are combined with a range of sewing styles to produce quality and original outcomes and products.
In Food Technology, students are taught to develop their individual capabilities, knowledge and understanding through focused practical tasks, product analysis activities and design and make assignments. The students will have the opportunity to take part in a number of projects, these will focus on healthy eating, multicultural foods and designing and making their own products that meet a variety of client and customer needs.
As they progress through Key Stage 3, the students continue to develop Design and Technology capability by combining designing and making skills with knowledge and understanding. They begin to study existing products to see how others have solved similar problems.
KEY STAGE 4
In Design and Technology, a range of courses allow students to study an area of technology in depth.
The focus areas offered are:
(a) Resistant Materials
(b) Graphic Products
These are taken as full GCSE courses.
Each course will involve students producing an individual design and make project in which they are required to research their own design task, generate and develop a range of relevant ideas and manufacture a solution which best satisfies the requirements they have identified. Evaluation of their ideas and research, materials, production techniques and their own performance is an important and integral part of each project.
GCSE Catering is designed to give students an opportunity to extend and apply their skills and knowledge of the catering industry within a variety of contexts. It will concentrate on food production and food service, providing progression opportunities both directly into employment and to further study.
GCSE Hospitality and Catering
The course is available to all students in two distinct combinations. The two pathways are:
• Single Award Catering
• Double Award in both Hospitality and Catering
This course offers a unique opportunity for students to enhance their culinary knowledge and extend their skills within a Catering and Hospitality vocational context. In these contexts, the students are given opportunities to acquire competence, capability and critical skills through the creation, implementation, use and evaluation of a range of resources.
Learners will concentrate on the food preparation and service aspect of the hospitality and catering industry, implementing a range of techniques enabling the candidate to respond through practical and investigative work. The specification is designed to develop students’ interdisciplinary skills, a range of key skills and their capacity for imaginative, innovative thinking, creativity and independence. This is a suitable qualification for those who want
a broad background in this area and for those who wish to progress to Further Education. It will offer valuable preparation to make informed decisions about further learning opportunities and career choices.
The Faculty also offers a BTEC Extended Certificate in Engineering qualification relevant to students wishing to pursue a career in engineering, which will complement their studies in science and mathematics.
This qualification is a nationally recognised workrelated course that is broadly equivalent to two GCSEs, grade A*-C. It consists of studies in two core units plus additional units based on various areas of engineering, which are chosen to give students the most relevant practical skills for employment in the area.
The units involve such practical work as Computer Aided Drawing, making engineered products by cutting, shaping and joining materials in the workshops, learning how to construct and test electronic circuits and utilising ICT to communicate and help create these products.
Issues and ideas will be explored that make students consider factors such as the appearance and quality of a product, how it is produced safely and to be environmentally friendly, the part that new technologies have to play in engineering and manufacturing and the effects they all have on society.
IN THE SIXTH FORM
The A/S and the full A Level course gives students the opportunity to further develop their skills in designing and making which were gained through the study of any one of the three Design and Technology options at GCSE.
Both courses are essentially about identifying and solving real problems, with students able to work in a wide range of contexts relating to their personal interests or intended careers.
In studying Design and Technology, students will develop the transferable skills of analysis, research, and evaluation. The high degree of coursework develops the ability to work independently through a tutorial system. The case-study gives an opportunity for candidates to look in depth at a possible career area or study design in its broadest sense.
A BTEC Subsidiary Diploma in Engineering, broadly equivalent to one GCE A Level, is offered to students wishing to extend their GCE AS and A Level studies towards the area of
employment that they wish to enter. It consists of studies in two mandatory units plus four further optional units, chosen for the most relevant skills and build upon many of the skills studies in the BTEC Extended Certificate.