Design & Technology
Back to Subjects MenuWHAT IS THE INTENT OF THE DESIGN & TECHNOLOGY CURRICULUM?
The intent of the Design & Technology department is to nurture students to develop their use of enquiry and decision making to allow them to become independent designers and makers of meaningful and purposeful products. Through the iterative design process, students develop their own creativity, thinking skills, practical abilities, and a sense of achievement in their own work. In D&T, students work to become resilient and reflective designers who see a project through and who grow in confidence by working alone or collaboratively, but always safely, in our shared workshop.
Students typically investigate a given scenario inspired by real world applications and then work with a design brief and specification to create clear sketches and drawings both by hand and with Computer Aided Design. Students learn fine motor skills and correct posture through drawing activities and use of hand tools at a workbench. They use a range of machines and equipment to shape materials as well as Computer Aided Manufacturing to create high-quality products. They learn that properties of materials underpin the performance of products and their aesthetics.
Throughout Design & Technology in years 7-9, students increase their problem-solving skills and become more self-reliant by using exemplars and collecting information. They learn that designers and makers have responsibilities about social, moral, cultural & ethical issues, notably: inclusivity, local resourcing and preventing wastage of energy and materials. Students develop a ‘can do’ attitude to technical problems around their own house with less dependence on adults. D&T fosters an attitude towards repair rather than replacement.
These valuable transferable skills can lead to all aspects of work and further studies, such as the arts, engineering, manufacturing, or construction. In 2025-26 the department will launch NCFE Creative Design & Production with year 10.
Rationale
We believe that Design and technology should be an inspiring, rigorous and practical subject. Using creativity and imagination, our students design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, computing and art. Pupils learn how to take risks, ultimately becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. Students learn that people engaged in design and technology makes an essential contribution to the creativity, culture, wealth and well-being of the UK and beyond.
Guiding principles: Student complete an iterative design and make journey along the steps of inquire, design, modelling, making, reflection. It is paramount that students experience and complete this journey and develop approaches to work that ensure that. That they may become reflective designers that see a project through. As such, teachers will provide scaffolds or allow shortcuts where warranted. Participation, creativity, resilience and reflection are expected. As a starting point, students perform or are handed investigations and use a brief to produce ideas. They design iteratively, and use feedback to develop sketches, drawings and models. They acquire and develop a range of practical skills using several resistant materials and (electronic) components. They engage in computer aided design and manufacture. They organise their own workflow and evaluate and modify this towards a successful practical outcome. They reflect on their way of working and the success of their practical outcomes and on their design journey. Students acquire skills and knowledge and use this to inform subsequent learning experiences. Students share a workspace and adhere to social norms regarding care, wastage, cleanliness and collaboration.
Key concepts: Materials knowledge. Skills in handling tools, equipment and machines. Sketching, drawing, (computer) modelling skills. How to affect change of motion using linkages and cams. Verbal and computer aided presentation skills. Working safely. Care for our professional working environment.
Cross Curricular links: Links with Science re. motion, forces, biology analogies and environmental responsibilities. Links with Maths re. ratios, equations and polygons. Links with Art re. design movements, colour theory, drafting skills. Links with Business Studies re. scales of production, price calculations, marketing and planning techniques. Links with PE/Dance/Music re. posture and tool holding. Links with English re. phrasing, vocabulary and clauses. Links with computing re. using simulation and modelling software.
SCMC: Resilience, collaboration, care for resources and environment, personal responsibility for shared workspace, inquiry, creativity, problem solving, p2p feedback, looking to nature for inspiration. Exposure to work of established designers. User centred design.
Oracy: When responding to questions, students are expected to engage in parroting. When engaging in peer-to-peer feedback students are expected to speak using whole phrases/sentences. Students use subject vocabulary and other agreed Tier 2 words. Students are encouraged to verbally showcase their work to larger groups and/or the whole class.
Links to further studies & careers: KeyStage 3 D&T prepares students to take Product Design or Vocational courses in KS4 and beyond. The department will launch NCFE Creative Design & Production with year 10 in Sept 2025. The units of study in year 9 build a foundation for that.
