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Curriculum Mission Statement

Everything that we use from the pens we write with to the phone in our pockets is designed and made by someone. Design Technology encompasses a broad range of transferrable skills that can not only be used in day to day life but can lead on to a wealth of industries and jobs. The government is currently having a big push to get more students into engineering, offering a range of apprenticeships and other routes as this is a sector, as a country we are currently lacking in. Design and Technology is the perfect stepping stone into this career path. Design Technology is a practical subject that can, at the base level give you hands on skills to prepare your own meals, mend your own clothes and build a range of simple electrical and wooden items. This progresses at KS4 to allow you to design and make your own unique products in a range of material areas.

Progression | Further/Higher Education and Careers

The new GCSE in Design Technology encompasses 6 different technology based areas, each of which branches off into their own industry sector. Ranging from engineering, which in itself has a cacophony of different engineering roles, to fashion design, product design and many more. You could opt to go down the apprenticeship route in a range of careers such as joinery, mechanics or electrics. Another route would be through A Level/BTEC courses at a college or sixth form. There is a brand new 2.5 million pound STEM centre opened at Northumbria College to encourage students to go into the Science Technology Engineering and Maths industry. You could further this through a University degree focusing on fashion marketing, advertising, graphic design etc.  So many routes branch off from this subject at a range of different levels. It is very diverse with a high demand in the current job market.

Curriculum/Course Overview

Design Technology            
KS3 & 4 Half Term 1 Half Term 2 Half Term 3  Half Term 4 Half Term 5  Half Term 6
Year 7

Students learn new skills working with wood and plastic gaining a base knowledge of computer aided design and safe use of tools and machinery. This results in a small money box being made.

Students move on to food where they learn to safely and hygienically prepare some simple savoury and sweet dishes.

Year 8

Expanding on skills learnt in year 7, students progress onto more complex design and make skills, learning new machines and tools to safely produce a high quality gum-ball machine.

Students look at a range of different diets and healthy eating to design and make a range of predominately savoury dishes safely and skilfully.

Year 9

Students begin the year looking at a range of wooden joints to further skills learnt at KS3. These new skills are consolidated in a small trinket box produced by each students.

We then look at furthering these skills by producing a small storage unit where each student can show their creativity and produce some unique hooks designed and made with CAD CAM.

Each term includes theory lessons to prepare them for the written assessments. In this final term we look at the other DT areas in more detail including electronics and textiles.

Year 10

We begin the year with a short practical project to recap skills from year 9 but to also put into practice some of the theory knowledge covered so far.

The reminder of this academic year focuses on engraining the theory knowledge for the written exams and beginning the controlled assessment which is currently worth 60% of the overall grade achieved at the end of year 11.

Year 11

Students continue in the same format as year 10 to ensure the highest possible grade is achieved in the controlled assessment which is a design and make project where students answer the brief given by the exam board to design and make their own original product in a material of their choice.

The remainder of the year focuses entirely on exam preparation, consolidating all theory knowledge so students have the best possibility of success in their final exam.

How the subject supports pupils in making progress

In KS3 students have 1 term of DT and one term of Food technology. The third term is spent studying music. We have baseline assessments at the start of each rotation and summative assessments at the end to track pupil progress. Each staff member will track barriers to progress for key students who are underachieving and put intervention in place for these to bridge this gap. Students have differentiated homework’s set every fortnight relating to the theory covered during the previous lesson. At KS4 students are tracked on their progress made in each project along with their ability in each exam so that intervention is tailored to each individuals needs. Exam question homework’s are set weekly after each theory lesson to consolidate the learning and feedback is used effectively in books to show clear progress. Intervention also takes place every Thursday and Friday evening for those students who need it.

Assessment & Feedback

At Key Stage 3, pupils are measured against ‘age expectations’ meaning that a set of expectations is established in Year 7 that we would like all Year 7 pupils to be able to demonstrate, if they are to be on-track to achieve a good grade by GCSE. The level of expectation then increases appropriately in Year 8. Pupils will either be working ‘toward’, ‘at’ or ‘greater than’ their Age Expected Level.

Baseline and end of topic assessments are used at KS3 with more regular 6 weekly summative assessments at KS3. Students regularly self and peer assess work against the set criteria to aid progress. Staff regularly mark books and practical work to raise attainment and ensure any gaps are narrowed quickly to give all students the best possibly chance at success.


Mr. A. Blake – Acting Subject Leader / High Achieving Coordinator

Mrs. A. Johnston – Assistant Head / Teacher of DT

Mr. B. Elliott – DT Technician

Useful Links

• www.technologystudent.com

• www.bbc.co.uk/schools/gcsebitesize/design/