Design & Technology

Design and Technology is an inspiring, rigorous and practical subject. Using creativity and imagination, 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.

Students acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Students learn how to take risks, becoming resourceful, innovative, enterprising and capable designers and makers. Through the evaluation of past and present design and technology, students develop a critical understanding of its impact on daily life and the wider world.

High-quality DT makes an essential contribution to the creativity, culture, wealth and well-being of individuals.

Aims

To ensure that all students:

Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world.
Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users.
Analyse, evaluate and test their ideas and products and the work of others.
Understand and apply the principles of nutrition and learn how to cook

KS3 Design & Technology

Dyson Perrins - Key Stage 3 Design Technology - Curriculum Overview 2025-26

Learning Cycle 1

Learning Cycle 2

Learning Cycle 3

Learning Cycle 4

Year 7W

Textiles Technology. Research, technical knowledge, designing, making and evaluating relating to natural fibres and fabrics.

Design and make a Four piece patchwork cushion inspired by Best of British theme

Batik
Fabric paint
Fabric crayons and pens
Applique
Construction skills

Food & Nutrition.

Learn where food comes from and how to cook a range of dishes safely and hygienically. Applying knowledge to healthy eating and the Eatwell Guide

Tortilla toastie
Fairy cakes
Pasta/rice salad
Cowboy beans
Fruit crumble
Spanish rice one pot
Bread based pizza

Design Technology.

Introduction to health and safety in the workshop. Making, evaluating and technical knowledge graphics and use of hand tools and machines.

Design & Make.

Animal themed photo frame designed to a client brief of West Midlands Safari Park gift shop.

N/A

Year 7E

Food & Nutrition.

Learn where food comes from and how to cook a range of dishes safely and hygienically. Applying knowledge to healthy eating and the Eatwell Guide

Tortilla toastie
Fairy cakes
Pasta/rice salad
Cowboy beans
Fruit crumble
Spanish rice one pot
Bread based pizza

Design Technology 1

Introduction to health and safety in the workshop. Making, evaluating and technical knowledge graphics and use of hand tools and machines.

Design & Make.

Animal themed photo frame designed to a client brief of West Midlands Safari Park gift shop.

Textiles Technology. Research, technical knowledge, designing, making and evaluating relating to natural fibres and fabrics.

Design and make a Four piece patchwork cushion inspired by Best of British theme

Batik
Fabric paint
Fabric crayons and pens
Applique
Construction skills

Design Technology 2

Computer programming, designing, making, evaluating and technical knowledge relating to motions, mechanisms, papers and boards, and product analysis.

Design & Make.

Moving parts pop out figure programmed using BBC microbit, using knowledge of motion and mechanisms, linkages, levers and cams.

Year 8W

Food & Nutrition.

Learn how to cook a range of dishes safely and hygienically and apply knowledge of nutrition and food science.

Pasta & tomato sauce
Mediterranean tart
Scones
Frittata
Potato salad
Pasta bake
Jam tarts

Design & Technology

Designing, making, evaluating and technical knowledge relating to polymers and timbers, electronics, mechanisms, energy generation and powering systems.

Design and make.

Moving arm LED lamp with vacuum formed lampshade.

Textiles Technology. Research, design, use of technical knowledge of fibres and fabrics to design and make a textiles item.

Design and make a Tote bag inspired the theme of sustainability.

Fabric dyeing methods – tie dye
Poly-fusion
CAD design
3D fabric construction – Suffolk puffs, pleats
Transfer dyes

N/A

Year 8E

Design Technology 1.

Designing, making, evaluating and technical knowledge relating to polymers and timbers, electronics, mechanisms, energy generation and powering systems.

Design and make.

Moving arm LED lamp with vacuum formed lampshade.

Food & Nutrition.

Learn how to cook a range of dishes safely and hygienically and apply knowledge of nutrition and food science.

Pasta & tomato sauce
Mediterranean tart
Scones
Frittata
Potato salad
Pasta bake
Jam tarts

Textiles Technology. Research, design, use of technical knowledge of fibres and fabrics to design and make a textiles item.

Design and make a Tote bag inspired the theme of sustainability.

Fabric dyeing methods – tie-dye
Poly-fusion
CAD design
3D fabric construction – Suffolk puffs, pleats
Transfer dyes

Design & Technology 2

Designing, making, evaluating and technical knowledge relating to polymers and designer research and CAD/CAM software

Design and make.

Memphis design inspired acrylic clock using CAD software and Laser cutter.

Year 9W

Food & Nutrition.

Learn how to cook a range of dishes safely and hygienically and apply knowledge of nutrition with consideration to factors that affect food availability, food waste and sustainability:-

Pork noodle stir fry
Chicken biryani
Pizza wheels
Lasagne
American pancakes
Swiss roll
Plant based product analysis

Textiles Technology.

Carry out research, designing and use technical knowledge to design and make a product.

Design and make a bucket hat inspired by your choice of theme – patterns, food or graffiti.

Pattern cutting
Fabric printing
Fabric dyeing methods – block dye
Embellishment – beading and embroidery

Design Technology

Designing, making, evaluating and technical knowledge relating to polymers, timbers, wood joints, design drawing skills CAD/CAM and environmental concerns.

Design and make.

A wooden desk organiser with an acrylic accessory.

N/A

Year 9E

Design Technology 1

Designing, making, evaluating and technical knowledge relating to polymers, timbers, wood joints, design drawing skills CAD/CAM and environmental concerns.

Design and make.

A wooden desk organiser with an acrylic accessory.

Food & Nutrition.

Learn how to cook a range of dishes safely and hygienically and apply knowledge of nutrition with consideration to factors that affect food availability, food waste and sustainability:-

Pork noodle stir fry
Chicken biryani
Pizza wheels
Lasagne
American pancakes
Swiss roll
Plant based product analysis

Textiles Technology.

Carry out research, designing and use technical knowledge to design and make a product.

Design and make a bucket hat inspired by your choice of theme – patterns, food or graffiti.

Pattern cutting
Fabric printing
Fabric dyeing methods – block dye
Embellishment – beading and embroidery

Design & Technology 2

Designing, making, evaluating and technical knowledge relating to timbers and designer research, CAD software and design drawing skills.

Design and make.

Sweet dispenser looking at simple mechanisms and incorporating CAD-CAM and laser cutting. Theme of ‘up-cycling’ and designer inspiration.

KS4 Design & Technology

Edexcel GCSE Design & Technology

https://qualifications.pearson.com/en/qualifications/edexcel-gcses/design-and-technology-2017.html

DT develops student’s confidence when working with materials such as wood and plastic. DT is both a practical and theory based subject with 50% exam and 50% coursework project. Students are encouraged to combine designing and making skills with knowledge and understanding of materials in order to make quality products. What makes this course really enjoyable is that you will learn how to do things through practical experience.

Year is mostly learning the exam theory with practical based projects to help reinforce learning. In year 11 student’s work on their NEA coursework project whilst revising the exam theory. The coursework consists of an online portfolio of research and design work before commencing with the practical. The final term of Y11 is spent preparing for the written examination. DT provides excellent preparation for further studies such as A level Product Design, Apprenticeships and ultimately employment such as a career in engineering and construction.

Learning Cycle 1

Learning Cycle 2

Learning Cycle 3

Year 10

For this learning cycle students cover the Timber section of the theory, learning about:

Sources of timber and the categorisation of the types, properties and structure of natural and manufactured timbers. Typical stock forms, types and sizes. The way in which the selection of each natural and manufactured timber is influenced. Environmental impacts.

Strengthening timber, joints techniques, tools, equipment and processes. Surface treatments and finishes and scales of production.

Alongside this theory students manufacture a toolbox, using knowledge of wood joints, a range of tools and equipment’s and appropriate finishing techniques.

For this learning cycle students cover the core theory needed for the exam.

This includes:

The impact of new and emerging technologies. Thermoforming and thermosetting polymers, natural, synthetic, blended and mixed fibres, and woven, non-woven and knitted textiles, papers and boards, ferrous and non-ferrous metals. The functions of mechanical devices used to produce different sorts of movements.

How energy is generated and stored in order to choose and use appropriate sources to make products and power systems

Developments in modern and smart materials, composite materials and technical textiles

Alongside this theory pupils make resin keyrings, felt coaster and moving part cam toys with a mixture of timber and polymer materials.

For the first half term we complete the core theory, including:

How electronic systems provide functionality to products and processes. The use of programmable components to embed functionality into products. Environmental, social and economic challenges.

Investigate and analyse the work of past and present professionals and companies in order to inform design

June 01^st Contextual challenges released by exam board and coursework begins

Year 11

Working on NEA coursework portfolio with revision tasks and homework.

Section 1 - Investigation

This includes investigating design possibilities through research involving a user/client, the identification of a suitable design brief, and writing of a specification.

Section 2 - Design

This includes producing different design ideas, reviewing these ideas against the specification and with a user/client, refining and developing a chosen design, the review of the chosen design, and the communication of design ideas through written, CAD and graphical methods

Working on NEA coursework portfolio with revision tasks and homework.

Section 3 – Manufacture

This includes selecting appropriate materials and component parts, the manufacture of the solution evidencing skills and processes, and a focus on quality and accuracy.

Section 4 – Evaluate

This includes testing of the made solution against measurable and technical criteria from the specification, and reflective analysis and evaluation, including a life cycle analysis (LCA).

Complete all controlled assessment.

Revision as a class and exam preparation.

BTEC Tech Award in Art and Design Practice (2022) specialising in Fashion and Textiles

https://qualifications.pearson.com/en/qualifications/btec-tech-awards/art-and-design-practice-2022.html

What does the qualification cover?

This qualification will offer pupils the opportunity to build the range of knowledge, understanding and practical skills they need to progress to further learning, and will also give them an engaging and stimulating introduction to the world of Textiles. They will explore some of the key areas within the creative sector, learning how to address the needs of clients and create textiles work that meets creative project briefs.

Everyone taking this qualification will study two components, covering the following content areas:

Component 1: Creative Practice in Art and Design - investigating textiles practice to inform generation and communication of ideas and developing practical skills through exploration of specialist materials, techniques and processes.
Component 2: Responding to a Brief - applying textiles skills and techniques to develop a response to a brief.

Learning Cycle 1

Learning Cycle 2

Learning Cycle 3

Year 10

The first term is aimed at developing pupils’ skills, knowledge and confidence by practicing all the techniques and tasks involved in a coursework project. Pupils will start with 6 weeks of surface decoration textiles techniques workshops producing a wide range of fabric samples. They will then learn how to undertake thorough investigations into a theme as well as the work of Artists and Designers. The results of this research informs their own designs and final piece for this project.

Component 1: Creative Practice in Art and Design. This is a set assignment by Pearson which has a vocational context and theme.

Pupils will produce this coursework project demonstrating all the skills they learnt in term 1. The project has an allocated time of 20 hours and is divided into 4 timed tasks.

Continue with Component 1 until May.

This project is marked internally.

The Summer term will focus on further developing surface decoration and construction skills.

Year 11

This term will be spent developing and broadening pupils’ skills and knowledge further to prepare them for Component 2 (exam project) they will start in January. They will produce a practice project.

Component 2: Responding to a client brief. This is a set assignment by Pearson.

The project has an allocated time of 20 hours and is divided into 4 timed tasks which are different to Component 1.

Pupils will have 2 school days off timetable to complete their 8 hour final piece in exam conditions. They also have to create a digital portfolio. This project is assessed by the exam board.

This course is complete by May.

Lessons will then be spent revising for other subjects.

AQA Food Preparation and Nutrition

https://www.aqa.org.uk/subjects/food/gcse/food-preparation-and-nutrition-8585

You will be taught the science behind what makes food tasty in a new GCSE called Food Preparation and Nutrition from exam board AQA

This qualification will equip you with:-

an exceptional range of kitchen skills
an in-depth understanding of nutrition

At the heart of the qualification is a focus on developing practical cookery skills and a strong understanding of nutrition

Assessment:

50% Exam – split into 2 sections

50% Coursework or NEA – split into 2 parts

Food Investigation (15%) - Sept 1^st in Y11

Based on food science e.g. investigate the best flour to make bread

Recommended time: 10 hours

Food Preparation Assessment (35%) - Nov 1^st in Y11

Students will plan, prepare, cook and present a three course menu within 3 hours

Recommended time: 20 hours (inclusive of 3 hour practical period)

To also include a concise portfolio that:

Learning Cycle 1

Learning Cycle 2

Learning Cycle 3

Year 10

Food safety; food spoilage and contamination and the principles of food safety

Food, Nutrition and Health; macronutrients and micronutrients

Food, Nutrition and Health; nutritional needs and health

Food Provenance; environmental impact and sustainability of food, food production and processing

Food Science; cooking of food and heat transfer, functional and chemical properties of food

Year 11

NEA1 Food Investigation; based on food science 15% of GCSE

Food Choice; factors affecting food choice, British and international cuisine, sensory evaluation, food labelling and marketing

NEA 2 Food Preparation Assessment; based on food preparation and nutrition 35% of GCSE

NEA 2 Food Preparation Assessment

Revision for written paper

OCR Cambridge National Child Development

Key Stage 4 course:

OCR Cambridge National Child Development Level 1/Level 2

https://ocr.org.uk/qualifications/cambridge-nationals/child-development-level-1-2-j809/

The Cambridge National in Child Development covers all aspects of child development and parental responsibility from conception to five years. Students develop the essential theoretical knowledge and practical skills needed to create the best conditions for a child’s development and well-being.

The course is composed of 3 units:

RO57: Health & well-being for child development is an external exam sat in June in Year 11.

RO58: Create a safe environment and understand the nutritional needs of children from birth to five years. This is a piece of controlled assessment about choosing equipment for a nursery and designing the layout of a nursery. Students will also research the nutritional needs of children.

RO59: Understand the development of a child from one to five years. This is the second piece of controlled assessment researching the benefits of play and then planning and carrying out activities with a chosen child.

Current Year 10’s 2024-2026

Learning Cycle 1

Learning Cycle 2

Learning Cycle 3

Year 10

RO57: Topic 1: Pre conception health and reproduction

RO57: Topic 2: Antenatal care and preparation for birth

RO58: Topic 1 – Creating a safe environment in a childcare setting. 1.1 Plan to create a safe environment in a childcare setting.

RO58: Topic 2 – Choosing suitable equipment for a childcare setting. Essential equipment and factors for choice.

R058: Topic 3 & 4 – Nutritional needs of children from birth to five years. Current Government dietary recommendations for healthy eating for children from birth to five years

Submission of coursework in May.

RO57: Topic 3: Postnatal checks, postnatal care and the conditions for development

RO57: Topic 4: Childhood illnesses and a child safe environment

Year 11

Start RO59 Coursework

Physical, intellectual and social development norms from one to five years.
Stages and types of play and how play benefits development

Observation and recording methods
Plan and evaluate play activities suitable for child aged 1-5 years.

Complete RO59. Deadline January.

Revision of RO57 all four topics.

Those who need to resubmit RO58 will submit their coursework in May.

Revision for RO57.

Current Year 11’s 2023-2025

Learning Cycle 1

Learning Cycle 2

Learning Cycle 3

Year 10

RO57: Topic 1: Pre-conception health and reproduction

RO57: Topic 2: Antenatal care and preparation for birth

Start RO59 Coursework

Physical, intellectual and social development norms from one to five years.
Stages and types of play and how play benefits development

RO59:

Observation and recording methods

Plan and evaluate play activities suitable for child aged 1-5 years.

Coursework submission in May.

RO57: Topic 3: Postnatal checks, postnatal care and the conditions for development

RO57: Topic 4: Childhood illnesses and a child safe environment

Year 11

RO58: Topic 1 – Creating a safe environment in a childcare setting. Plan to create a safe environment in a childcare setting.

RO58: Topic 2 – Choosing suitable equipment for a childcare setting. Essential equipment and factors for choice.

R058: Topic 3 & 4 – Nutritional needs of children from birth to five years. Current Government dietary recommendations for healthy eating for children from birth to five years

Start RO59 Coursework

Physical, intellectual and social development norms from one to five years.
Stages and types of play and how play benefits development

Observation and recording methods
Plan and evaluate play activities suitable for child aged 1-5 years.

Complete RO58. Internal deadline January.

Start RO59 Coursework

Physical, intellectual and social development norms from one to five years.
Stages and types of play and how play benefits development

Observation and recording methods
Plan and evaluate play activities suitable for child aged 1-5 years.

Revision of RO57 all four topics.

Those who need to resubmit coursework RO59 submit their coursework in May.

Revision for RO57.