Learn · Grow · Thrive

Design Tech.

Design Technology vision

Strapline - 

Inspiring creative solutions


Students will follow a broad range of activities that encompass a raft of cross curriculum learning opportunities.

Students will develop their creativity and ingenuity through designing and making, using a range of materials and equipment, and will be inspired to find creative solutions to design problems using a variety of researching, designing and planning methods. Students will develop skills in evaluation and we will strive to engender a culture of reflective practice. Students will be furnished with practical skills in the resistant materials areas available to us and the schools will utilise these as a vehicle to foster inventiveness when approaching problems. Independent inquiry will be intrinsic to success and our aim is to facilitate growth in the students personal resolve across all areas of life. We feel the skills learned through this curriculum are transferable across a vast spectrum of challenges that will be presented throughout life and will enable students to approach these with confidence.

End points

  • Students will possess and have experience of a range of practical skills.
  • Students will have developed skills in problem solving and independent thinking.
  • Students will have developed skills to research, design and plan projects in a variety of contexts.
  • Pupils will be empowered to confidently approach practical problems within their future.

Domains of Knowledge

  • Researching
  • Designing
  • Planning
  • Making
  • Evaluating
  • Health and Safety

Key Propositional Knowledge

Key Procedural Knowledge

Students will know:

•Technical vocabulary associated with key subject specific equipment and processes. This will include; tools, machines, processes, techniques, materials and safety equipment.

•Properties of resistant materials – timbers, polymers, metals, paints, stains, varnishes and adhesives.

•A range of fixing methods across all materials studied.

•The function of tools, machines, equipment and processes.

•Jigs, templates, patterns

•The importance of elements of a designing and making process to achieve successful results.

•CAD/CAM programmes and processes.

•Health and safety procedures and practice.

•Associated mathematical understanding pertaining to the subject; numeracy, angles, shape and data.

•ICT programmes and functions to research, record and present.

•The importance of a user centred design approach and how to garner related information.

•New and emerging technological processes and materials.

•Systems and control.

•Electronic systems and associated theory.

•Graphical communication techniques to communicate and make clear plans and ideas.

•Planning techniques that communicate and make clear plans and ideas.

•National and international symbols and conventions.

•Environmental issues pertaining to sustainable design and carbon footprint.

•COSHH regulations.

•Mechanical systems and key terminology.

•Principles of structure and related issues: forces, loads, architectural strategies.

•Industrial processes relating to large scale production.



Students will be able to:

•Use a range of tools, machines, equipment and materials to complete skills based focussed practical tasks that demonstrate varying degrees of skill when working with resistant materials.

•Show understanding of materials, fixings, adhesives, finishes and processes when choosing methods to produce practical outcomes to both given design problems and those of their own creation.

•Produce functioning prototypes and products.

•Use and create jigs and aids to produce products in single and multiple production methods.

•Use an iterative design process that is reflective of need and responds to identified user requirements.

•Use a range of research methods to inform decision making and guide techniques and processes utilised in production.

•Use computer aided design and manufacture to communicate details of design ideas, plans, models and prototype products.

•Demonstrate safe working practices, follow risk assessments as directed, use PPE and understand signage and labelling.

•Apply mathematical knowledge to project work wherever applicable, for example when measuring, marking, finding angles, working out quantities, replicating shapes etc.

•Use ICT to research and present findings in graphs, charts and diagrams.

•Explore and identify criteria for product specifications derived from the needs of intended user groups.

•Produce basic circuits and show understanding of basic electrical principles.

•Use a range of graphical techniques to communicate design ideas, developments and modifications, including: 2D, 3D presentations, sketching, rendering and planning drawings.

•Produce cutting lists, making plans, timeplans and step by step instructions.

•Use mechanisms in ideas and prototypes.

•List alternative processes when producing products in quantity.

•Formulate and apply relevant testing processes to products in the design and development phase.

•Systematically reflect on work as it develops and identify modifications as a result of evaluation.

Employ skills learned through curriculum to approaches to many other aspects of life.