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Design Technology


Our KS3 Design curriculum allows students the opportunity to design, make and evaluate a range of different products/outcomes using a range of different tools and resources. Whilst students will follow set briefs, the schemes of learning allow students opportunities to develop their own original creative responses by applying different skills and knowledge in different settings. As Design is part of the Creative Arts faculty, the aim is to promote creativity and support students to think imaginatively when problem solving, designing and making. Our KS3 Design curriculum provides all students the chance to develop key skills and knowledge required at KS4 through the specifications on offer. Students will access industry style tools, resources, skills and knowledge, such as the use of CAD/CAM and laser/3D printers, workshop tools, photography manipulation software, whilst also preparing industry style dishes in an industry style kitchen.

At KS4, students will be able to continue exploring the world of Design through the qualifications that we offer (Product Design, Photography, Hospitality & Catering & Construction). Each KS4 course builds on skills and knowledge developed at KS3: use of hand tools/workshop tools and skills such as measuring and cutting, the taking of and manipulation of photographs using specialist software, the use of 2D design and 3D production through the use of 3D printing and laser cutting, and the exploration of level 1/2 dishes and skills at KS3, which students can then apply to future coursework/examinations at KS4.  Linking with KS3, students at KS4 will continue to design, make and evaluate creative work, whether it be an original photography portfolio, or a themed 3 course menu.

Ultimately, throughout our entire Design curriculum across KS3 and KS4, whilst students will explore different areas of design and work towards producing differing outcomes, across all specialisms students will develop transferable skills required in the world of Design Technology.

Learning Journey

Names of staff, roles & contact details

Mrs L Angell
Acting Head of Creative Arts 

Mr W Cropper
Teacher of Design

Mrs C Burns
Teacher of Design

Mrs E Giles
Teacher of Design

Mrs H Wardale
Teacher of Design

Year 7PROUD Emblem (Textiles)Typography (Graphics)Maze Game (Product Design)Catering
Year 8Trainer Design (Product Design)Block Bots (Product Design)Structures and ForcesCatering
Year 9Electronics steady hand game (Product Design)Architecture (Modelling)PhotographyCatering

How and when is my child assessed?

Students and teachers will complete two mid-project assessments,  accompanied by 1 WWW and 1 EBI (this provides diagnostic / formative feedback):

  • Mid-project assessment 1 = technical knowledge , design & research wok (where appropriate)
  • Mid-project assessment 2 = making

The mid-project assessments will provide feedback that students will respond to by either improving design/research work and/or putting into action so as to improve practical work.

At the end of the rotation students will receive one final ‘end of project’ grade, accompanied teacher feedback (holistic overview):

  • This will assess the final end product and evaluations

In years 8 & 9 students and teachers will complete one mid-project assessment

KS3 Design (Food)

The teacher will formally mark:

  • 1 savoury dish
  • 1 sweet dish

For each marked dish, the teacher wil provide:

  • A ‘working at grade’ based on the dish presented and the student sensory self-evaluation (students will complete sensory self-evaluations for each dish)
  • 1 WWW
  • 1 EBI (to be acted upon in the next dish)

Students will also carry out self-evaluations after each dish.

At the end of the rotation, the teacher will provide a holistic mark and final assessment, which will include:

  • An end of rotation grade
  • Teacher feedback

In years 8 & 9, the teacher will make either a savoury dish or a sweet dish

Teaching Strategies

Challenge – all teachers will set high expectations of every student, setting a single goal for each lesson. Depending on student needs, teachers will then adapt their teaching and approaches accordingly to best support students on differing pathways as we all strive towards the aspirational outcome.

Regular literacy retrieval tasks at the start of lessons – focus on developing strong understanding and use of specialist subject terminology (tier 3 language), with tasks being a mixture of oral and written activities.

Expert teacher modelling – through live demo table setups, or use of a digital visualiser, teachers will draw on their subject expertise to model/demo key skills and knowledge required in lessons.

Teacher & Student WAGOLLs – teachers will make use of pre-made, excellent exemplars to  give students clarity of what is expected of them. Whether it be a teacher prepared example or a high quality piece of student work by an earlier cohort, WAGOLLs (What A Good One Looks Like) will help support teacher explanation and student understanding of their learning journey.

Questioning – throughout lessons, whether it be a literacy retrieval starter and/or practical task, students will be called upon repeatedly to answer questions based on what is being taught. Teachers will direct questions at students, with the vast majority being delivered using a ‘no hands up’ approach.

Practical learning – learning time in this subject will be wholly practical based, with students taking on board a concept delivered by their teacher, and then independently  trying to apply this knowledge and skill to their own work.

Homework – regular homework is set in line with whole school guidance that enhances classroom learning. On some occasions, this homework might be ‘flipped’ in nature, where students carry out learning ahead of covering the topic in class.


Last updated September 2023