Design & Technology
Curriculum INTENT
DESIGN AND TECHNOLOGY – Developing creativity. Manufacturing innovation.
Our Design and Technology curriculum ensures that students have the skills and knowledge they will need to actively engage with, contribute towards, and care for the world in which they live.
Students are encouraged to take design risks, develop creative solutions and manufacture innovative products that have a positive impact on the consumer, wider society and the environment as a whole.
KS3 End Points
Students will be expected to know about:
- Materials, their origins and their properties (timber, polymer, metal, paper and board)
- Manufacturing processes, including the use of CAD/CAM.
- The responsibilities of a designer to consider social, moral and environmental implications.
- Tools, equipment and safety precautions used within the workshop.
- Drawing techniques including isometric, perspective and 3rdangle orthographic drawing.
- Techniques for joining and shaping materials.
- Mechanical systems used in their products which enable changes in movement and force
- Electronic systems and how they can be used in their products
Students will be expected to be able to:
- Draw and communicate ideas in 2D and 3D (including CAD and physical modelling)
- Use a wide range of processes, tools and equipment safely, and with some accuracy.
- Analyse relevant research materials.
- Use CAD/CAM to improve their final outcomes.
- Measure, marking out and cut materials with some accuracy
- Test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users
K24 End Points
Students are expected to know about:
- Materials, their properties, their original source and the benefits and challenges they may have.
- Manufacturing techniques and processes, and what technological advances are available in order to prepare for future challenges.
- The responsibilities of a designer to consider social, moral and environmental implications.
- The safety, suitability and quality of products for a consumer including ergonomics and anthropometrics.
Students will be expected to be able to:
- Research the work of others to aid the generation of new ideas.
- Use imagination, experimentation and combine ideas when designing
- Develop the ability to present, justify and communicate design ideas through drawing, CAD, physical modelling and written analysis.
- Critically test and evaluate outcomes to identify areas for improvement.
- Apply knowledge of materials and processes to manufacture valid 3D prototypes using a range of tools, equipment and materials.
- Apply skills in literacy, numeracy and scientific knowledge within the subject.
Curriculum Journey
d t curriculum journey 2025 26.pdf
Curriculum in Year 7
How we assess:
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Project 1 |
Project 2 |
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Overview |
Pewter casting – After an introduction to the materials and manufacturing processes used in D+T, students will design and manufacture a pewter keyring. They will create a range of possible outcomes, use CAD/CAM to develop a final design mould, and then cast the final product for a chosen client. Technical knowledge will be further embedded, by exploring casting and laser cutting in depth. |
C.A.D. mirror - Revisiting the manufacturing processes introduced earlier in the year, students will use a range of wasting, addition and reforming techniques to design and manufacture a laser cut mirror with acrylic stand. The mirror will be inspired by a chosen designer, so students will study the work of other designers to gain inspiration for their own design work. |
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Content |
Technical knowledge: Materials investigation, manufacturing processes. Designing: Product analysis, design ideas development, specification, C.A.D. development. Making: Casting, sawing, filing, drilling, buffing. Evaluating: Testing product against specification and client feedback. |
Technical knowledge: Materials investigation, manufacturing processes (wasting, addition, reforming) Designing: Studying the work of others, design ideas, specification, C.A.D. development, and isometric presentation sketch. Making: Laser cutting, sanding, painting and line bending. Evaluating: Testing product against specification and client feedback. |
How can parents help?
- Encourage your child to analyse everyday products in terms of design
- Ask your child - 'what is that product made of, and why?'
- Ensure your child is equipped with a pencil and an eraser
Curriculum in Year 8
How we assess:
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Project 1 |
Project 2 |
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Overview |
LED frame - Students will investigate the Aztec culture to develop a range of design ideas for a mirror surround. Students will also study electronic circuits, how they work and the importance they play in everyday products. Collating this information, they will then use C.A.D. /C.A.M. and electronics to develop a final working prototype. |
Moving toy - After an introduction to mechanisms, types of motion and different design approaches, students will apply this knowledge by manufacturing a moving toy. Motion will be created by using a cam and follower system, and the toy will be personalised according to the students chosen theme. C.A.D. /C.A.M. will be used to design the product. |
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Content |
Technical knowledge: Systems (electronics), manufacturing processes. Designing: Research (investigating cultures), specification, C.A.D. development, isometric presentation sketch. Making: Electronics, C.A.M. (laser cutting). Evaluating: Testing product against specification and client feedback. |
Technical knowledge: Mechanisms, types of motion, cams and followers, design approaches. Designing: Product analysis, design ideas, client feedback, modelling, C.A.D. development, isometric presentation sketch. Making: C.A.D. /C.A.M., cutting, sanding, and construction of mechanism. Evaluating: Testing product against specification and client feedback. |
How can parents help?
- Encourage your child to sketch often, and in detail
- Encourage your child to analyse everyday products in terms of design
- Ask your child - 'what is that product made of, and why?'
- Ensure your child is equipped with a pencil and an eraser
Curriculum in Year 9
How we assess:
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Project 1 |
Project 2 |
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Overview |
Manufacturing + sustainability After an introduction to the concept of being a sustainable citizen, students will design a range of sustainable products. They will then use a range of sustainable materials to manufacture a bughouse. Formal drawing techniques and C.A.D. will also be used to create developed versions of their final product. |
Presentation techniques - Formal drawing skills are introduced, to allow students to further develop and express their design ideas. These include isometric drawing, 1 and 2 point perspective drawing and 3rd angle orthographic drawing. |
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Content |
Technical knowledge: Ways in which we can be sustainable, as a designer and as a member of society, manufacturing processes and material properties. Designing: Research (investigating sustainable products), designing sustainable products, specification, C.A.D. development, technical drawing. Making: Marking and measuring, mitre cuts, housing joints, drilling, sanding, and painting. Evaluating: Testing product against specification and client feedback. |
Designing: One and two point perspective drawing, design and development, third angle orthographic drawing, C.A.D. development. |
How can parents help?
- Encourage your child to sketch everyday items in isometric projection
- Ask your child - 'How is that product manufactured, and why?'
- Ensure your child is equipped with a pencil, a ruler and an eraser
Curriculum in Year 10
Course title: AQA Design and Technology (8552)
How we assess:
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Autumn Term |
Spring Term |
Summer Term |
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Overview |
Students will revisit and further develop their knowledge of specialist technical principles such as materials and manufacturing processes. This will lead onto the study of core technical principles such as C.A.D. /C.A.M. Students will also continue to develop their design skills via isometric drawing and C.A.D. |
Students will further embed their design skills by using C.A.D. /C.A.M. and physical modelling to design and manufacturing a range of products. These products will then be presented through isometric sketches and C.A.D. designs. Students will also study further a range of core and specialist principles, focussing on specific manufacturing methods. |
Students will take a closer look at systems and mechanisms, forces and stresses and industry and society, before beginning work on their NEA design portfolio. They will investigate a chosen design brief, relevant products and a potential client, before creating a range of design possibilities. |
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Content |
Technical knowledge: Materials properties, manufacturing processes and designing for people. Designing: Isometric sketching and C.A.D. development. |
Technical knowledge: Scales of production Designing: C.A.D., physical modelling and technical drawing. Manufacturing: Laser cutting, pewter casting, line bending, vacuum forming, dip coating and metal rollers. Evaluating: Evaluating against criteria, and product modifications.
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Technical knowledge: Industry and society, systems and mechanism, forces and stresses, industry and society. Designing: Primary and secondary research, client profile, design possibilities, brief and specification. Evaluating: Analysing designs in terms of function, aesthetics and innovation. |
How can parents help?
- Encourage regular, detailed sketching of electronic products
- Encourage analysis of everyday products
- Encourage your child to revise for key assessments
Curriculum in Year 11
Course title: AQA Design and Technology (8552)
Method of external assessment: 50% examination, 50% Non-examined Assessment
How we assess:
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Autumn Term |
Spring Term |
Summer Term |
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Overview |
Students will complete their Non-examined Assessment portfolio (NEA). This includes creating a wide range of designs that meet the needs of the design brief and the client, C.A.D. /C.A.M., 3D prototypes, testing and evaluation throughout, as well as a final manufactured product. They will also revisit core and specialist technical principles, both within the context of their NEA, and in preparation for their external exam. |
External examination preparation/revision. |
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Content |
Investigation: Primary and secondary research, Client profile, Work of Others Brief and Specification: Design brief and design specification written Generating design ideas: Initial designs and client feedback Developing design ideas: CAD modelling, 3D modelling and testing Realising design ideas: Manufacturing of final prototype Analysing and Evaluating: Analysis and evaluation of designs throughout the project. Technical knowledge: Core and specialist technical principles. |
Revision of core and specialist technical principles (technical knowledge and designing – technical drawing). |
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How can parents help?
- Encourage your child to revise for key assessments
- Help your child to find a revision method that suits their learning style
- Ask your child to discuss and explain their NEA project
Recommended Websites
https://www.technologystudent.com/
http://www.design-technology.info/
https://www.bbc.co.uk/bitesize/examspecs/zby2bdm
http://wiki.dtonline.org/index.php/Main_Page
Additional Resources
GCSE Design and Technology students will need a pen, pencil, ruler, rubber and calculator
Design & Technology GCSE Revision Guide: Pocket Posters
Daydream Education's GCSE Design & Technology revision guide is a comprehensive learning tool that will provide all-year round support for homework, classwork and revision.