Design & Technology
Back to Subjects MenuWHAT IS THE INTENT OF THE DESIGN & TECHNOLOGY CURRICULUM?
The Design & Technology curriculum is designed to develop independent, resilient and reflective designers and makers who can apply enquiry, creativity and informed decision-making to solve real-world problems. Through the iterative design process, students gain confidence in designing and manufacturing purposeful products, working both independently and collaboratively in a safe workshop environment.
Students engage with authentic design scenarios, using design briefs and specifications to generate and communicate ideas through hand sketching, technical drawing, Computer Aided Design (CAD) and Computer Aided Manufacturing (CAM). They develop practical workshop skills, fine motor control, safe working practices, and an understanding of how material properties influence product performance, function and aesthetics.
Across Key Stage 3, students progressively build problem-solving skills, creativity and self-reliance. They learn to use research, exemplars and evaluation to inform their design decisions, while developing resilience when overcoming technical challenges. The curriculum also promotes responsibility and critical thinking by exploring social, moral, cultural and ethical issues, including inclusion, sustainability, responsible sourcing and reducing waste. Students build confidence in applying practical skills beyond the classroom.
The curriculum equips students with transferable technical, creative and analytical skills that support future study and employment in areas such as engineering, manufacturing, construction, design and the creative industries. From 2026–27, this progression will be offered through the introduction of the NCFE Level 1/2 Creative Design & Production qualification at Key Stage 4.
Rationale
Design & Technology is an inspiring, rigorous and practical subject that enables students to apply creativity and imagination to solve real and relevant problems. The curriculum empowers students to design and manufacture purposeful products that respond to the needs, wants and values of users in a range of contexts. Students develop a broad body of knowledge and draw upon learning from mathematics, science, computing, art and business to inform their design decisions.
Through designing, making and evaluating, students learn to take considered risks, think critically and develop as resourceful, innovative and enterprising individuals. By studying the work of designers, engineers and manufacturers, both past and present, students gain an understanding of the impact of design and technology on everyday life, society, culture and the wider economy. They recognise the important contribution that design and technology makes to creativity, innovation, sustainability and prosperity locally, nationally and globally.
GUIDING PRINCIPLES
The curriculum is structured around an iterative design process of investigate, design, model, make and evaluate. Students are expected to complete this journey regularly, developing the resilience, independence and reflective practice required to see projects through to successful outcomes.
Learning begins with enquiry into a design context, followed by the generation and development of ideas in response to a design brief and specification. Students use feedback to refine sketches, drawings, models and prototypes, before manufacturing outcomes using a range of materials, tools, equipment and digital technologies, including Computer Aided Design (CAD) and Computer Aided Manufacturing (CAM).
Teachers provide appropriate scaffolding where necessary to ensure all students can access and complete the design process successfully. High expectations are maintained for participation, creativity, resilience, reflection and quality of outcome. Students are increasingly encouraged to manage their own workflow, make informed decisions and evaluate both their products and their design journey. Knowledge and skills are deliberately sequenced so that learning is revisited and built upon over time.
Key Concepts
The curriculum develops students’ understanding of:
- Material properties and material selection.
- Safe and effective use of tools, equipment and machinery.
- Technical drawing, sketching, modelling and visual communication.
- Digital design and manufacturing technologies.
- Mechanical systems, including linkages and cams.
- Product analysis, evaluation and refinement.
- Workshop safety and responsible working practices.
- Care and respect for professional working environments and shared resources.
Cross-Curricular Connections
Design & Technology provides meaningful opportunities for students to apply learning from across the curriculum, including:
- Science: forces, motion, mechanisms, biomimicry and environmental sustainability.
- Mathematics: measurement, ratio, geometry, calculations and accuracy.
- Art and Design: design movements, colour theory, visual communication and drawing skills.
- Business: production methods, costing, marketing and planning processes.
- Computing: modelling, simulation, CAD and digital technologies.
- English: technical vocabulary, communication and evaluation.
- PE, Dance and Music: posture, coordination and fine motor skills.
Personal Development (SMSC)
The curriculum develops students' character and personal responsibility through opportunities for:
- Resilience and perseverance when solving problems.
- Creativity and innovation.
- Collaboration and constructive peer feedback.
- Independent enquiry and informed decision-making.
- Respect for shared environments, tools and resources.
- User-centred design and empathy for the needs of others.
- Learning from established designers and the natural world as sources of inspiration.
Oracy
Oracy is explicitly developed through classroom discussion, questioning, peer critique and presentation. Students are encouraged to respond using accurate subject-specific vocabulary and complete verbal explanations. Opportunities are provided for students to present ideas, justify design decisions, evaluate outcomes and communicate their work confidently to peers and wider audiences.
Preparation for Further Study and Careers
The Key Stage 3 curriculum provides a strong foundation for progression into Key Stage 4 Design & Technology and vocational pathways. Students develop transferable technical, creative and problem-solving skills that support future study and careers within engineering, manufacturing, construction, product design and the creative industries. Progression is further strengthened through the introduction of the NCFE Level 1/2 Creative Design & Production qualification from September 2026, with Year 9 units specifically designed to prepare students for this pathway.
