Pakefield - textiles
Download as PPTX, PDF0 likes1,278 views
The document provides information about the GCSE Design & Technology Textiles course, including what students will learn and how they will be assessed. Some of the key skills developed are technical understanding, communication, evaluation, design development, and project planning. Students will apply these skills through coursework such as a contextual challenge portfolio involving designing and making a textile prototype. They will also be assessed through a written exam testing their knowledge of both core design and technology content as well as specialist textiles topics.
1 of 3
Download to read offline
Recommended
3T Design & Technology
3T Design & Technologydamaisec
Ìý
The syllabus aims to develop pupils' creativity, innovation, design skills, and safe working habits. It focuses on fostering enterprise through design-and-make activities that involve research, idea development, and working with materials and tools. Pupils will exercise technical and aesthetic judgements to create viable solutions within timeframes, while developing an awareness of social and environmental design considerations. The examination consists of a paper assessing knowledge of design and technology areas, and a design project where pupils identify a design opportunity based on a given theme, document their process in a design journal, and present final presentation boards and an artifact.3A Design & Technology
3A Design & Technologydamaisec
Ìý
This document outlines the syllabus for the GCE NA Level Design and Technology course. The aims of the course are to develop students' creativity, innovation, communication skills, and ability to work with materials and tools to solve problems through design projects. Students will learn to refine their ideas, make aesthetic, technical and economic judgments, and develop an awareness of design's social and environmental impacts. The course also focuses on developing safe working habits. The exam consists of a paper testing knowledge of design and technology areas, and a design project where students identify a design opportunity based on a given theme and document the process in a design journal before presenting their final solution.Why choose DT at FGCS?
Why choose DT at FGCS?NFollad
Ìý
This document provides information about the Design & Technology (DT) program at Forest Gate Community School. It outlines that DT focuses on planning, designing and creating products for people to use. Students will learn skills like problem solving, designing, making, and using tools and machines. The program will assess students through 50% coursework and 50% exam testing their design skills and knowledge of technical principles. DT can lead to careers in creative and design fields, and students will have access to resources like 3D printers and sewing machines.Interviewee Kit v1.6.pdf
Interviewee Kit v1.6.pdfSaranRaj737939
Ìý
The document provides information about what to expect for an interview with the Malaysia Board of Technologists for professional certification.
It outlines that interviews will be 15 minutes with 2 minutes for introduction and 13 minutes for questions. Interviews may be conducted physically, via Skype, WhatsApp video call, or other software. Etiquette for video calls includes maintaining eye contact, having an appropriate background, dressing professionally, and ensuring a strong internet connection.
The document also details the five areas that will be assessed in the interview: competence and knowledge, application to practice, leadership and management, interpersonal skills, and professional conduct. Each area is broken down into further criteria that will be evaluated. The purpose of the assessment frameworkJasmine Lockwood - Resume
Jasmine Lockwood - ResumeJasmine Lockwood
Ìý
The document is a resume for Jasmine Lockwood. It summarizes her professional experience including positions as a pattern maker, CAD designer, assistant designer, and assistant manager. It also outlines her education and skills in areas like pattern design, garment construction, and computer aided design software. Lockwood has over 10 years of experience in the fashion and apparel industries.Dtes1 session 6 design and technology 2014
Dtes1 session 6 design and technology 2014Alison Hardy
Ìý
The document provides an overview of the history and purpose of Design and Technology as a subject in the UK curriculum. It discusses how the subject has evolved over time from more vocational subjects like woodwork and metalwork to a broader focus on design processes. The key aims of Design and Technology outlined are to enable students to creatively solve problems, understand new technologies, and participate in an increasingly technological society. The document also shares perspectives from industry on the importance of the subject and debates its general and vocational dimensions.Working With Designers
Working With DesignersVina Roy
Ìý
Product designers design most consumer and industrial products. They specialize in areas like transportation, appliances, furniture, or medical equipment. Designers combine art, business, and engineering to determine the style, function, quality, and safety of manufactured goods. They work closely with other teams to improve existing products or design new ones. A degree in industrial design or engineering is required, along with skills in technical drawing, modeling, materials, and business. Designers must have strong problem-solving and communication skills to understand user needs and market trends.Dtes1 session 8 design and technology 2015
Dtes1 session 8 design and technology 2015Alison Hardy
Ìý
The document provides an overview of the history and purpose of design and technology as a subject in the UK curriculum. It discusses how the subject has evolved over time from distinct subjects like woodwork and needlework to the integrated design and technology curriculum of today. The key aims are described as enabling students to creatively solve problems, develop technical skills, and participate responsibly in a changing technological world.Art meet edited
Art meet editedSagun Rakibe
Ìý
This is the carrier option for the design field.
want to make students aware of the possible options.
By : Sagun Rakibe
sagunrakibe@idea.edu.inJDECOFF_RESUME_08-08-16
JDECOFF_RESUME_08-08-16jarrett decoff
Ìý
Jarrett Mason Decoff has over 10 years of experience in technical design and merchandising for fashion companies. He currently works as a senior technical designer at Guess where he manages large projects, mentors others, and ensures technical feasibility of designs. Prior to that, he held technical design roles at several other companies where he created technical packages, oversaw sample development, and communicated with international vendors. He has strong skills in CAD programs, pattern making, and garment construction.What textile designers do
What textile designers dokfhall925
Ìý
Textile designers create two-dimensional repeat patterns for fabrics and textiles. They typically earn a bachelor's degree studying properties of fabric, color, and texture. Textile designers work for clothing retailers, manufacturers, design studios, and often freelance between different employers to build their network. The role requires creativity, drawing skills, computer-aided design skills, an eye for pattern, and understanding of trends in the market. Responsibilities include considering sustainability and ethics in the design process by sourcing materials ethically and reducing waste.Dvc textiles l2 v2
Dvc textiles l2 v2egraphics
Ìý
This document provides guidance for teaching visual communication techniques for fashion design. It outlines learning objectives around communicating design ideas using 2D and 3D drawing, modelling, and digital techniques. Teachers are advised to support students in developing skills like sketching, rendering, using media to highlight designs, and applying principles of visual composition. When applying these techniques, students will communicate aesthetic and functional qualities of designs through explorations of ideas. A range of visual communication techniques are exemplified, including sketching, technical drawings, rendering, collage, 3D constructions, and digital methods. Resources for further developing these skills are also provided.develop design ideas for manufacturing.pdf
develop design ideas for manufacturing.pdfKwizeraJnCld
Ìý
A design concept refers to the idea or plan that guides the design decisions being made in a specific project. In order to create a cohesive vision, design concepts ensure that each element in the project reflects the goals and values of a brand, product or servicecourse-description-branding-and-marketing-ap
course-description-branding-and-marketing-apSimone Angela Puchinger
Ìý
The document provides a course description for the Branding & Marketing Management program at VIA University College. It outlines the common core projects completed by all students in the first three semesters, which include introductions to professional communication tools, aesthetics, contemporary designers, and campus facilities. Electives can be chosen in the second and third semesters from a wide range of subjects. Core subjects specific to the Branding & Marketing program include brand analysis, marketing management, graphic design, economics, management, and international marketing. The final semester focuses on applied concept generation, e-strategy, applied marketing, and further international marketing.Smith tasha (mastery_journeytimeline)week4
Smith tasha (mastery_journeytimeline)week4Tasha Smith
Ìý
The document outlines a mastery journey timeline for a media design program. It lists 14 courses over the timeline, with goals and strategies for each course. The goals focus on gaining expertise in areas like a desired design program, understanding clients and brands, research skills, effective communication and presentation. The strategies emphasize exploring concepts, gaining industry knowledge, completing projects, and collaborating with others to refine skills for a career in media design.BLTs - The Behaviors of Learning and Teaching
BLTs - The Behaviors of Learning and TeachingNAFCareerAcads
Ìý
Participants will explore the Behaviors for Learning and Teaching continuum, a tool that can help teachers to improve student motivation, engagement and empowerment, understanding and achievement. In this interactive session participants will explore the entire continuum through a jigsaw activity. After regrouping, participants will share out and discuss which learning behavior/element(s) would provide the most leverage in moving students toward college and career readiness in their academy.Identity - Example Assignment Brief - BTEC L3 Art and Design Practice - Creat...
Identity - Example Assignment Brief - BTEC L3 Art and Design Practice - Creat...AkifaAbbas
Ìý
This document provides guidance for an assignment brief assessing identity for a creative media or art and design course. It can be used for units A1, A2, or B2, with different expectations for each. The brief asks learners to explore their own identity and develop creative work relating to the theme of "Who am I?" for an exhibition. The document provides details on requirements, inspiration, assessment criteria, and guidance on evidencing skills in informing ideas, problem solving, technical skills, professional practice, and communication through the assignment. Careers and Internships
Careers and InternshipsWestern Sydney University
Ìý
Learn how we make our students job-ready before graduating. Hear from professionals and academic staff about the importance of embedding in workplace skills and industry experience into a degree. TEXTILE DESIGN AS PROBLEM SOLVING(presentation)
TEXTILE DESIGN AS PROBLEM SOLVING(presentation)Ebenezer Kofi Howard
Ìý
The document discusses textile design approaches in Ghana. It finds that local textile designers in Ghana take a direct, informal approach focused on aesthetics, making them designers rather than problem solvers. This is due to training methods that emphasize ideals over practical skills. The document recommends adopting a formal, systematic approach like the Universal Design Model to analyze needs, generate concepts, prototype, test, and market designs. This would help Ghanaian textile designers develop problem-solving skills to better meet 21st century consumer demands.Big tech ideas
Big tech ideasKathleen Chromicz
Ìý
The agenda covers an overview from Phil, a presentation on the ISK tech vision and plan from Kathleen, support for teachers from Keir, and closing remarks from Rob. The presentation discusses key ICT standards around creating and innovating with technology, investigating and solving problems, communicating and collaborating, applying design thinking and computational thinking, following ethical and cultural protocols, and managing technology systems. It outlines the capabilities students should demonstrate in these areas by the end of grades 2, 5, 8, and 12.Leena Saravata
Leena Saravatadezyneecole
Ìý
This is the Work Compiled by the Student of B.Sc.-Fashion Design of Dezyne E'cole College.The Portfolio of Fashion Design is Developed by the Student …
Leena Saravata
B.Sc Fashion Technology
METHOD OF IMPROVING STANDARD OF ENGINEERING PROFESSION.
METHOD OF IMPROVING STANDARD OF ENGINEERING PROFESSION.Md. Fazle Rabbi
Ìý
The document discusses methods for improving the standards of the engineering profession. It defines engineering as the application of science for practical purposes and a profession as work requiring specialized knowledge and training. Some key strategies suggested include developing business and supply chain knowledge, lifelong learning, seeking challenges, and strengthening skills like project management, leadership, communication and creativity. Overall, the document outlines how engineers can enhance their profession through expanding technical and soft skills.Developing a design curriculum for rural entrepreneurs of the arts and crafts...
Developing a design curriculum for rural entrepreneurs of the arts and crafts...Lesley Ann Noel
Ìý
There is significant research on introducing Design Management and Design Thinking competencies in general Management education which normally examines the use and implementation of design strategies in situations in developed or fast developing economies or environments. This paper focuses on the development of a new design curriculum with a focus on design entrepreneurship and design thinking for rural and semi-rural art and craft entrepreneurs in the Eastern Caribbean. The smallness of the islands forces these businesses to be ‘born global’ and the reality of their contexts forces these entrepreneurs to play all of the major roles in their businesses from designer to manufacturer to strategist to marketer, among others. In a study undertaken in 2010 by the Organization of Eastern Caribbean states, many of these entrepreneurs expressed an interest in pursuing a diploma in design to support their need for innovation and continued growth. This paper examines the content that would be necessary in this curriculum to fulfil these aims, focusing on design thinking, design management and entrepreneurship, globalization strategies and general management abilities.
Monika Jha
Monika Jhadezyneecole
Ìý
This is the Work Compiled by the Student of B.Sc.-Fashion Design of Dezyne E'cole College.The Portfolio of Fashion Design is Developed by the Student …
Monika Jha
B.Sc Fashion Technology Australian Curriculum Capabilities and ICT Competence
Australian Curriculum Capabilities and ICT Competencedigimuve
Ìý
The document discusses the general capabilities included in the Australian Curriculum. It focuses on how literacy, numeracy, ICT capability, critical and creative thinking, personal and social capability, ethical behavior, and intercultural understanding are addressed in the technologies learning area. For each capability, it provides examples of how students can develop and apply that capability when learning technologies.Jpc era5 sketchup pres
Jpc era5 sketchup presJohn Parker
Ìý
John Parker presented on using Trimble SketchUp, a 3D modeling program, in education. The presentation outlined the program's features and plugins, its alignment with pedagogical frameworks like the Australian Curriculum and ISTE standards, and how hands-on modeling can help students learn. Participants would then have time to experiment with SketchUp's tools and model objects themselves.FNBE 0115 - ITD PROJECT 1 CHRYSALIS
FNBE 0115 - ITD PROJECT 1 CHRYSALISbarbaraxchang
Ìý
This document provides an overview of product design as a profession, including the different types of drawings and tools used. It discusses the product design process from concept development to manufacturing. Key aspects covered include sketching ideas, computer-aided design, technical drawings, materials, and production. The roles and responsibilities of product designers are outlined, such as developing designs, testing prototypes, and collaborating with other professionals.Product design draft
Product design draftAmelisa Collins
Ìý
This document provides an overview of product design as a profession, including the different types of drawings and tools used. It discusses the product design process from concept development to manufacturing. Key aspects covered include sketching ideas, computer-aided design, technical drawings, prototyping, materials, and production. The responsibilities of product designers are outlined, such as collaborating with other teams and presenting concepts to clients. Different types of drawings like orthographic, perspective, and CAD drawings are also defined.Pakefield - btec music first award
Pakefield - btec music first awardDanielBagshaw2
Ìý
This document provides an overview of the BTEC First Award in Music course, which consists of 4 units over two years:
Unit 1 is an external exam on the music industry that covers music organizations, job roles, and real-life scenarios.
Unit 2 involves planning, promoting, and delivering a musical product like a live gig or recording, then evaluating its strengths and weaknesses.
Unit 4 explores compositional techniques and applying them to scenarios like creating advertising music. Students will develop initial ideas into a finished composition.
Unit 5 explores performance techniques and applying them to scenarios like concerts. Students will perform 2 bass line pieces, 2 technical pieces, and 1 performance piece.
The course is equivalent to 1Pakefield - food
Pakefield - foodDanielBagshaw2
Ìý
This document provides information about the Food Preparation and Nutrition GCSE course offered at Pakefield High School. It explains that the course is assessed through two non-exam assessments (NEA) worth 35% and 50% of the GCSE respectively. For NEA1, students will investigate the effects of different liquids on fruits and vegetables, writing a report. For NEA2, students will research and prepare three dishes based on a theme, producing an evidence folder and practical exam. The document encourages questions and aims to inform students about the course.More Related Content
Similar to Pakefield - textiles (20)
Art meet edited
Art meet editedSagun Rakibe
Ìý
This is the carrier option for the design field.
want to make students aware of the possible options.
By : Sagun Rakibe
sagunrakibe@idea.edu.inJDECOFF_RESUME_08-08-16
JDECOFF_RESUME_08-08-16jarrett decoff
Ìý
Jarrett Mason Decoff has over 10 years of experience in technical design and merchandising for fashion companies. He currently works as a senior technical designer at Guess where he manages large projects, mentors others, and ensures technical feasibility of designs. Prior to that, he held technical design roles at several other companies where he created technical packages, oversaw sample development, and communicated with international vendors. He has strong skills in CAD programs, pattern making, and garment construction.What textile designers do
What textile designers dokfhall925
Ìý
Textile designers create two-dimensional repeat patterns for fabrics and textiles. They typically earn a bachelor's degree studying properties of fabric, color, and texture. Textile designers work for clothing retailers, manufacturers, design studios, and often freelance between different employers to build their network. The role requires creativity, drawing skills, computer-aided design skills, an eye for pattern, and understanding of trends in the market. Responsibilities include considering sustainability and ethics in the design process by sourcing materials ethically and reducing waste.Dvc textiles l2 v2
Dvc textiles l2 v2egraphics
Ìý
This document provides guidance for teaching visual communication techniques for fashion design. It outlines learning objectives around communicating design ideas using 2D and 3D drawing, modelling, and digital techniques. Teachers are advised to support students in developing skills like sketching, rendering, using media to highlight designs, and applying principles of visual composition. When applying these techniques, students will communicate aesthetic and functional qualities of designs through explorations of ideas. A range of visual communication techniques are exemplified, including sketching, technical drawings, rendering, collage, 3D constructions, and digital methods. Resources for further developing these skills are also provided.develop design ideas for manufacturing.pdf
develop design ideas for manufacturing.pdfKwizeraJnCld
Ìý
A design concept refers to the idea or plan that guides the design decisions being made in a specific project. In order to create a cohesive vision, design concepts ensure that each element in the project reflects the goals and values of a brand, product or servicecourse-description-branding-and-marketing-ap
course-description-branding-and-marketing-apSimone Angela Puchinger
Ìý
The document provides a course description for the Branding & Marketing Management program at VIA University College. It outlines the common core projects completed by all students in the first three semesters, which include introductions to professional communication tools, aesthetics, contemporary designers, and campus facilities. Electives can be chosen in the second and third semesters from a wide range of subjects. Core subjects specific to the Branding & Marketing program include brand analysis, marketing management, graphic design, economics, management, and international marketing. The final semester focuses on applied concept generation, e-strategy, applied marketing, and further international marketing.Smith tasha (mastery_journeytimeline)week4
Smith tasha (mastery_journeytimeline)week4Tasha Smith
Ìý
The document outlines a mastery journey timeline for a media design program. It lists 14 courses over the timeline, with goals and strategies for each course. The goals focus on gaining expertise in areas like a desired design program, understanding clients and brands, research skills, effective communication and presentation. The strategies emphasize exploring concepts, gaining industry knowledge, completing projects, and collaborating with others to refine skills for a career in media design.BLTs - The Behaviors of Learning and Teaching
BLTs - The Behaviors of Learning and TeachingNAFCareerAcads
Ìý
Participants will explore the Behaviors for Learning and Teaching continuum, a tool that can help teachers to improve student motivation, engagement and empowerment, understanding and achievement. In this interactive session participants will explore the entire continuum through a jigsaw activity. After regrouping, participants will share out and discuss which learning behavior/element(s) would provide the most leverage in moving students toward college and career readiness in their academy.Identity - Example Assignment Brief - BTEC L3 Art and Design Practice - Creat...
Identity - Example Assignment Brief - BTEC L3 Art and Design Practice - Creat...AkifaAbbas
Ìý
This document provides guidance for an assignment brief assessing identity for a creative media or art and design course. It can be used for units A1, A2, or B2, with different expectations for each. The brief asks learners to explore their own identity and develop creative work relating to the theme of "Who am I?" for an exhibition. The document provides details on requirements, inspiration, assessment criteria, and guidance on evidencing skills in informing ideas, problem solving, technical skills, professional practice, and communication through the assignment. Careers and Internships
Careers and InternshipsWestern Sydney University
Ìý
Learn how we make our students job-ready before graduating. Hear from professionals and academic staff about the importance of embedding in workplace skills and industry experience into a degree. TEXTILE DESIGN AS PROBLEM SOLVING(presentation)
TEXTILE DESIGN AS PROBLEM SOLVING(presentation)Ebenezer Kofi Howard
Ìý
The document discusses textile design approaches in Ghana. It finds that local textile designers in Ghana take a direct, informal approach focused on aesthetics, making them designers rather than problem solvers. This is due to training methods that emphasize ideals over practical skills. The document recommends adopting a formal, systematic approach like the Universal Design Model to analyze needs, generate concepts, prototype, test, and market designs. This would help Ghanaian textile designers develop problem-solving skills to better meet 21st century consumer demands.Big tech ideas
Big tech ideasKathleen Chromicz
Ìý
The agenda covers an overview from Phil, a presentation on the ISK tech vision and plan from Kathleen, support for teachers from Keir, and closing remarks from Rob. The presentation discusses key ICT standards around creating and innovating with technology, investigating and solving problems, communicating and collaborating, applying design thinking and computational thinking, following ethical and cultural protocols, and managing technology systems. It outlines the capabilities students should demonstrate in these areas by the end of grades 2, 5, 8, and 12.Leena Saravata
Leena Saravatadezyneecole
Ìý
This is the Work Compiled by the Student of B.Sc.-Fashion Design of Dezyne E'cole College.The Portfolio of Fashion Design is Developed by the Student …
Leena Saravata
B.Sc Fashion Technology
METHOD OF IMPROVING STANDARD OF ENGINEERING PROFESSION.
METHOD OF IMPROVING STANDARD OF ENGINEERING PROFESSION.Md. Fazle Rabbi
Ìý
The document discusses methods for improving the standards of the engineering profession. It defines engineering as the application of science for practical purposes and a profession as work requiring specialized knowledge and training. Some key strategies suggested include developing business and supply chain knowledge, lifelong learning, seeking challenges, and strengthening skills like project management, leadership, communication and creativity. Overall, the document outlines how engineers can enhance their profession through expanding technical and soft skills.Developing a design curriculum for rural entrepreneurs of the arts and crafts...
Developing a design curriculum for rural entrepreneurs of the arts and crafts...Lesley Ann Noel
Ìý
There is significant research on introducing Design Management and Design Thinking competencies in general Management education which normally examines the use and implementation of design strategies in situations in developed or fast developing economies or environments. This paper focuses on the development of a new design curriculum with a focus on design entrepreneurship and design thinking for rural and semi-rural art and craft entrepreneurs in the Eastern Caribbean. The smallness of the islands forces these businesses to be ‘born global’ and the reality of their contexts forces these entrepreneurs to play all of the major roles in their businesses from designer to manufacturer to strategist to marketer, among others. In a study undertaken in 2010 by the Organization of Eastern Caribbean states, many of these entrepreneurs expressed an interest in pursuing a diploma in design to support their need for innovation and continued growth. This paper examines the content that would be necessary in this curriculum to fulfil these aims, focusing on design thinking, design management and entrepreneurship, globalization strategies and general management abilities.
Monika Jha
Monika Jhadezyneecole
Ìý
This is the Work Compiled by the Student of B.Sc.-Fashion Design of Dezyne E'cole College.The Portfolio of Fashion Design is Developed by the Student …
Monika Jha
B.Sc Fashion Technology Australian Curriculum Capabilities and ICT Competence
Australian Curriculum Capabilities and ICT Competencedigimuve
Ìý
The document discusses the general capabilities included in the Australian Curriculum. It focuses on how literacy, numeracy, ICT capability, critical and creative thinking, personal and social capability, ethical behavior, and intercultural understanding are addressed in the technologies learning area. For each capability, it provides examples of how students can develop and apply that capability when learning technologies.Jpc era5 sketchup pres
Jpc era5 sketchup presJohn Parker
Ìý
John Parker presented on using Trimble SketchUp, a 3D modeling program, in education. The presentation outlined the program's features and plugins, its alignment with pedagogical frameworks like the Australian Curriculum and ISTE standards, and how hands-on modeling can help students learn. Participants would then have time to experiment with SketchUp's tools and model objects themselves.FNBE 0115 - ITD PROJECT 1 CHRYSALIS
FNBE 0115 - ITD PROJECT 1 CHRYSALISbarbaraxchang
Ìý
This document provides an overview of product design as a profession, including the different types of drawings and tools used. It discusses the product design process from concept development to manufacturing. Key aspects covered include sketching ideas, computer-aided design, technical drawings, materials, and production. The roles and responsibilities of product designers are outlined, such as developing designs, testing prototypes, and collaborating with other professionals.Product design draft
Product design draftAmelisa Collins
Ìý
This document provides an overview of product design as a profession, including the different types of drawings and tools used. It discusses the product design process from concept development to manufacturing. Key aspects covered include sketching ideas, computer-aided design, technical drawings, prototyping, materials, and production. The responsibilities of product designers are outlined, such as collaborating with other teams and presenting concepts to clients. Different types of drawings like orthographic, perspective, and CAD drawings are also defined.More from DanielBagshaw2 (6)
Pakefield - btec music first award
Pakefield - btec music first awardDanielBagshaw2
Ìý
This document provides an overview of the BTEC First Award in Music course, which consists of 4 units over two years:
Unit 1 is an external exam on the music industry that covers music organizations, job roles, and real-life scenarios.
Unit 2 involves planning, promoting, and delivering a musical product like a live gig or recording, then evaluating its strengths and weaknesses.
Unit 4 explores compositional techniques and applying them to scenarios like creating advertising music. Students will develop initial ideas into a finished composition.
Unit 5 explores performance techniques and applying them to scenarios like concerts. Students will perform 2 bass line pieces, 2 technical pieces, and 1 performance piece.
The course is equivalent to 1Pakefield - food
Pakefield - foodDanielBagshaw2
Ìý
This document provides information about the Food Preparation and Nutrition GCSE course offered at Pakefield High School. It explains that the course is assessed through two non-exam assessments (NEA) worth 35% and 50% of the GCSE respectively. For NEA1, students will investigate the effects of different liquids on fruits and vegetables, writing a report. For NEA2, students will research and prepare three dishes based on a theme, producing an evidence folder and practical exam. The document encourages questions and aims to inform students about the course.Pakefield - Religious Studies
Pakefield - Religious StudiesDanielBagshaw2
Ìý
The document clears up misunderstandings about the AQA GCSE Religious Studies course, explaining that students do not need to be religious, the course will not try to make students believe in God, and it covers more than just religious texts. It provides an overview of the course content including units on the beliefs and teachings of Christianity and Buddhism as well as thematic studies examining religious responses to topics like relationships and human rights. The course aims to develop students' critical analysis, reasoning, and understanding of different viewpoints.Pakefield - History
Pakefield - HistoryDanielBagshaw2
Ìý
The document provides information about the GCSE History option at the school. It describes the AQA specification that students will study and focuses on key historical periods, events, and figures. The specification includes two examined papers: Paper 1 focuses on international conflict and modern world studies, while Paper 2 examines thematic studies and British depth studies. Students will develop skills in literacy, memory, and understanding causes and consequences of historical developments. Examples of career paths for those studying History are also listed.Pakefield - Geography 
Pakefield - Geography DanielBagshaw2
Ìý
Studying GCSE Geography gives students the opportunity to learn about both natural and human environments from local to global scales. Critical thinking skills are important for analyzing geographic information. The course content covers three physical environment topics, three human environment topics, and geographical applications including issue evaluation and fieldwork. Students develop skills in map and data analysis that can lead to careers in areas like urban planning, tourism, conservation, and more. The GCSE is assessed through three written exams covering the different topics, with no coursework.Pakefield - Art & Design
Pakefield - Art & DesignDanielBagshaw2
Ìý
The document provides information about the OCR GCSE in Art & Design qualification. It outlines that students will achieve this qualification, which covers a range of art activities and assignments allowing students to experiment with different media to explore their artistic strengths. Students will learn techniques like drawing, painting, sculpture, and using artists' styles. They will also develop ideas through research, experimentation, recording in sketchbooks, and presenting final pieces. Students will be assessed through a portfolio worth 60% and an exam project worth 40% where they respond to an externally set starting point.Recently uploaded (20)
How to attach file using upload button Odoo 18
How to attach file using upload button Odoo 18Celine George
Ìý
In this slide, we’ll discuss on how to attach file using upload button Odoo 18. Odoo features a dedicated model, 'ir.attachments,' designed for storing attachments submitted by end users. We can see the process of utilizing the 'ir.attachments' model to enable file uploads through web forms in this slide.Mate, a short story by Kate Grenvile.pptx
Mate, a short story by Kate Grenvile.pptxLiny Jenifer
Ìý
A powerpoint presentation on the short story Mate by Kate Greenville. This presentation provides information on Kate Greenville, a character list, plot summary and critical analysis of the short story.Blind Spots in AI and Formulation Science Knowledge Pyramid (Updated Perspect...
Blind Spots in AI and Formulation Science Knowledge Pyramid (Updated Perspect...Ajaz Hussain
Ìý
This presentation delves into the systemic blind spots within pharmaceutical science and regulatory systems, emphasizing the significance of "inactive ingredients" and their influence on therapeutic equivalence. These blind spots, indicative of normalized systemic failures, go beyond mere chance occurrences and are ingrained deeply enough to compromise decision-making processes and erode trust.
Historical instances like the 1938 FD&C Act and the Generic Drug Scandals underscore how crisis-triggered reforms often fail to address the fundamental issues, perpetuating inefficiencies and hazards.
The narrative advocates a shift from reactive crisis management to proactive, adaptable systems prioritizing continuous enhancement. Key hurdles involve challenging outdated assumptions regarding bioavailability, inadequately funded research ventures, and the impact of vague language in regulatory frameworks.
The rise of large language models (LLMs) presents promising solutions, albeit with accompanying risks necessitating thorough validation and seamless integration.
Tackling these blind spots demands a holistic approach, embracing adaptive learning and a steadfast commitment to self-improvement. By nurturing curiosity, refining regulatory terminology, and judiciously harnessing new technologies, the pharmaceutical sector can progress towards better public health service delivery and ensure the safety, efficacy, and real-world impact of drug products.How to Configure Restaurants in Odoo 17 Point of Sale
How to Configure Restaurants in Odoo 17 Point of SaleCeline George
Ìý
Odoo, a versatile and integrated business management software, excels with its robust Point of Sale (POS) module. This guide delves into the intricacies of configuring restaurants in Odoo 17 POS, unlocking numerous possibilities for streamlined operations and enhanced customer experiences.Research & Research Methods: Basic Concepts and Types.pptx
Research & Research Methods: Basic Concepts and Types.pptxDr. Sarita Anand
Ìý
This ppt has been made for the students pursuing PG in social science and humanities like M.Ed., M.A. (Education), Ph.D. Scholars. It will be also beneficial for the teachers and other faculty members interested in research and teaching research concepts.
EDL 290F Week 3 - Mountaintop Views (2025).pdf
EDL 290F Week 3 - Mountaintop Views (2025).pdfLiz Walsh-Trevino
Ìý
EDL 290F Week 3 - Mountaintop Views (2025).pdfRass MELAI : an Internet MELA Quiz Finals - El Dorado 2025
Rass MELAI : an Internet MELA Quiz Finals - El Dorado 2025Conquiztadors- the Quiz Society of Sri Venkateswara College
Ìý
Finals of Rass MELAI : a Music, Entertainment, Literature, Arts and Internet Culture Quiz organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025. Information Technology for class X CBSE skill Subject
Information Technology for class X CBSE skill SubjectVEENAKSHI PATHAK
Ìý
These questions are based on cbse booklet for 10th class information technology subject code 402. these questions are sufficient for exam for first lesion. This subject give benefit to students and good marks. if any student weak in one main subject it can replace with these marks.
Computer Application in Business (commerce)
Computer Application in Business (commerce)Sudar Sudar
Ìý
The main objectives
1. To introduce the concept of computer and its various parts. 2. To explain the concept of data base management system and Management information system.
3. To provide insight about networking and basics of internet
Recall various terms of computer and its part
Understand the meaning of software, operating system, programming language and its features
Comparing Data Vs Information and its management system Understanding about various concepts of management information system
Explain about networking and elements based on internet
1. Recall the various concepts relating to computer and its various parts
2 Understand the meaning of software’s, operating system etc
3 Understanding the meaning and utility of database management system
4 Evaluate the various aspects of management information system
5 Generating more ideas regarding the use of internet for business purpose Adventure Activities Final By H R Gohil Sir
Adventure Activities Final By H R Gohil SirGUJARATCOMMERCECOLLE
Ìý
Adventure Activities Final By H R Gohil SirEssentials of a Good PMO, presented by Aalok Sonawala
Essentials of a Good PMO, presented by Aalok SonawalaAssociation for Project Management
Ìý
APM event hosted by the South Wales and West of England Network (SWWE Network)
Speaker: Aalok Sonawala
The SWWE Regional Network were very pleased to welcome Aalok Sonawala, Head of PMO, National Programmes, Rider Levett Bucknall on 26 February, to BAWA for our first face to face event of 2025. Aalok is a member of APM’s Thames Valley Regional Network and also speaks to members of APM’s PMO Interest Network, which aims to facilitate collaboration and learning, offer unbiased advice and guidance.
Tonight, Aalok planned to discuss the importance of a PMO within project-based organisations, the different types of PMO and their key elements, PMO governance and centres of excellence.
PMO’s within an organisation can be centralised, hub and spoke with a central PMO with satellite PMOs globally, or embedded within projects. The appropriate structure will be determined by the specific business needs of the organisation. The PMO sits above PM delivery and the supply chain delivery teams.
For further information about the event please click here.Chapter 3. Social Responsibility and Ethics in Strategic Management.pptx
Chapter 3. Social Responsibility and Ethics in Strategic Management.pptxRommel Regala
Ìý
This course provides students with a comprehensive understanding of strategic management principles, frameworks, and applications in business. It explores strategic planning, environmental analysis, corporate governance, business ethics, and sustainability. The course integrates Sustainable Development Goals (SDGs) to enhance global and ethical perspectives in decision-making.Digital Tools with AI for e-Content Development.pptx
Digital Tools with AI for e-Content Development.pptxDr. Sarita Anand
Ìý
This ppt is useful for not only for B.Ed., M.Ed., M.A. (Education) or any other PG level students or Ph.D. scholars but also for the school, college and university teachers who are interested to prepare an e-content with AI for their students and others.How to Configure Flexible Working Schedule in Odoo 18 Employee
How to Configure Flexible Working Schedule in Odoo 18 EmployeeCeline George
Ìý
In this slide, we’ll discuss on how to configure flexible working schedule in Odoo 18 Employee module. In Odoo 18, the Employee module offers powerful tools to configure and manage flexible working schedules tailored to your organization's needs.Blind spots in AI and Formulation Science, IFPAC 2025.pdf
Blind spots in AI and Formulation Science, IFPAC 2025.pdfAjaz Hussain
Ìý
The intersection of AI and pharmaceutical formulation science highlights significant blind spots—systemic gaps in pharmaceutical development, regulatory oversight, quality assurance, and the ethical use of AI—that could jeopardize patient safety and undermine public trust. To move forward effectively, we must address these normalized blind spots, which may arise from outdated assumptions, errors, gaps in previous knowledge, and biases in language or regulatory inertia. This is essential to ensure that AI and formulation science are developed as tools for patient-centered and ethical healthcare.A PPT Presentation on The Princess and the God: A tale of ancient India by A...
A PPT Presentation on The Princess and the God: A tale of ancient India by A...Beena E S
Ìý
A PPT Presentation on The Princess and the God: A tale of ancient India by Aaron ShepardPrinciple and Practices of Animal Breeding || Boby Basnet
Principle and Practices of Animal Breeding || Boby BasnetBoby Basnet
Ìý
Principle and Practices of Animal Breeding Full Note
|| Assistant Professor Boby Basnet ||IAAS || AFU || PU || FU
Rass MELAI : an Internet MELA Quiz Finals - El Dorado 2025
Rass MELAI : an Internet MELA Quiz Finals - El Dorado 2025Conquiztadors- the Quiz Society of Sri Venkateswara College
Ìý
Pakefield - textiles
- 1. Teasdale 2021 • Develop an understanding of the impact of design and technology on daily life and the wider world • Develop practical skills including the use of hand tools and specialist machinery • Develop an understanding of commercial and industrial processes • Take design risks and apply iterative design processes • Learn about different fabrics, how they are made and what they can be used for • Learn how to design, make and use products from fabrics • Learn about the designers who work with textiles Design & Technology Textiles
- 2. + Teasdale 2021 Why should I choose to study GCSE Design & Technology Textiles? Design and Technology helps develop skills such as: Technical understanding Communication Evaluation and decision making Design development Project planning You will be able to show how you are able to identify and explore problems and work out solutions You will be able be able to apply your understanding of materials and processes to create innovative solutions You will develop your design drawing skills, and improve your written notes and presentation skills. You will look at strategies for comparing design ideas and manufacturing processes. You will learn how to use research, testing and investigation strategies to turn ideas into reality and add features that the user needs. You will demonstrate skills in managing a range of activities, such as research, drawing, material experimentation and model making. Creative thinking
- 3. + Teasdale 2021 How will I be assessed in Design & Technology Textiles? Non-examined Assessment (NEA) Written Examination 50% of grade Section A- Core content (All materials) Section B- Specialist area of textiles Based on knowledge from theory and skills Includes skills, knowledge and understanding One contextual challenge portfolio in year 11 Design and Make Prototype Core content materials Textiles Metals Paper and boards Timber Polymers Systems 100 marks 50% of grade 100 marks