Design Technology
Design technology is driven through the evaluation of current and future design.
For this reason, questioning is at the core of our teaching in design technology to help pupils develop a critical understanding of its impact on daily life and the wider world. What is the problem? What would the solution look like? How can I make this solution a reality?
Teachers will consistently pose questions which invite discussion and reflection on the practical issues we all face in today’s world. This is accompanied by expert explanations of the materials, products and technologies that are available to pupils so that they acquire the creative, technical, and practical expertise to critique, evaluate and test their ideas and products and the work of others as well as build and make high-quality prototypes.
Alongside this exploration of design, pupils are explicitly taught the core principles of designing and making products, developing an understanding of specific materials and their properties.
Pupils make and build, developing a deep understanding of materials, repertoire of practical skills and knowledge alongside a portfolio of completed projects. Through our curriculum, our pupils develop the skills to confidently identify and solve real and relevant problems.
Substantive knowledge
There are four key principles to iterative design: to design; to make, to evaluate and to gain technical knowledge. In design technology at Corpus Christi, we explicitly teach these to our pupils and follow this with the deliberate practice and application of these principles.
Disciplinary knowledge
Once they have gained the substantive knowledge, our pupils are encouraged to think like a designer. They use their knowledge of materials and their gained experience of making products to create innovative and imaginative functional solutions. We incorporate fundamental values into this process to ensure that they think as global citizens, following global themes and adhering to fundamental British Values.
Key Stage 3
Our KS3 curriculum has a systemic design built upon the pillars of technical knowledge alongside design and make principles.
These learning principles are taught in a consistent sequence across the four specialist areas.
· Materials
· CAD/CAM
· Textiles
· Food and Nutrition
The ability to participate successfully in an ever-changing, technologically advancing world and to perform everyday tasks confidently is centred in the technical knowledge of materials and technologies.
Technical knowledge of materials is therefore introduced early in the course in year 7 with pupils developing knowledge of the types, characteristics and properties of timber and textile fabrics. This underpins their future application of the materials, so they know how to cut, join and finish the material to design and make high-quality prototypes and products for a wide range of users.
Pupils develop this knowledge of materials and products to make links between and across the different areas of the curriculum as they progress through the course.
In years 8 and 9 pupils further develop their technical knowledge of a broader range of materials, such as metals, polymers and electronic systems and components so that they know how to confidently cut, join and finish a range of more increasingly complex materials.
Sustainability
Pupils develop an understanding of sustainability through studying the life cycle of each material.
This begins in year 7 where pupils study the sourcing of raw materials, conversion, manufacture, use and disposal of timber and the associated impacts on the environment. In years 8 and 9 pupils develop their knowledge of new materials, metals, and polymers which they routinely compare and evaluate for their environmental effects.
Technologies
Technical knowledge of technologies is introduced in year 7 with pupils developing knowledge of 2D technologies through computer aided design and manufacture (CAD/CAM). Pupils build their skills in using 2D-design software to generate a range of creative, user-centred ideas which are realised through laser cutting technology.
In years 8 and 9 pupils further develop their knowledge, understanding and skills in 3D technologies, by building their skills in using ‘Onshape’ software to produce high-quality prototypes using state-of the art 3D printers.
The ambitious curriculum offered in Key Stage 3 provides all pupils with a meaningful and rich experience of a broad range of materials and technologies. This widens opportunities to specialise in a chosen material as they progress into Key Stage 4 and in their future education and employment.
Key Stage 4
The Key Stage 4 topics build on the knowledge, understanding and skills acquired in Key stage three and prepare them for further study and enjoyment of design technology. Pupils build on their technical knowledge of materials through a study of enhancing materials to resist and work with forces and stresses, as well as developments in new materials which are constantly being developed to meet specific real-world applications.
The study of designing and making principles is brought together through the completion of an NEA project where pupils carry out an investigation into a contextual challenge and use various design strategies to produce a final prototype as part of their controlled assessment.
In Key Stage 3 pupils experience a rotational timetable of a broad range of material areas, including CAD/CAM, Food and Nutrition, Materials and Textiles.
Each rotation lasts approximately 10 weeks allowing for pupils to develop their knowledge and understanding of each material type, their physical and working properties and environmental impacts. Through studying a wide range of material groups pupils are able to develop a deep understanding of the subject content through regular recall and application of a repertoire of key concepts and technical skills.
At Key Stage 2, pupils are introduced to the basic principles of designing, making and evaluating products. This is often craft based using paper and card. There is a basic ICT training and some opportunities to use practical skills. At Corpus Christi Catholic High School, we take this starting point into account and have designed our curriculum to build on this foundation.
Our Key Stage 3 curriculum builds on Key Stage 2 by introducing pupils to an increasingly complex range of materials and electronic systems, moving on from using simple to more specialist tools, techniques, processes and machinery.
During Key Stage 2 DT projects, pupils are expected to select materials for their aesthetic qualities, but we build on this in Key Stage 3 by considering the properties, function and appeal of materials. Pupils consider the impact of key events in the context of individuals, society and the environment, but also how problem solving is the responsibility of designers, engineers and technologists including themselves.
By the end of Key Stage 3, pupils’ analysis broadens into a professional critique where pupils test and refine their ideas against real-world design criteria as well as taking into account user views and specifications.
| Year 7 | 2D-Technologies · Pupils will understand the contemporary and potential future use of production techniques and systems (Automation, Computer Aided Design and Manufacturing) · Pupils will explore the advantages and disadvantages of CAD and CAM · Pupils will learn how computer numerically controlled CNC machines operate · Pupils will understand movement coordinates on a CNC machine · Pupils will know the main parts of the laser cutter · Pupils will explore the main tools of CAD software – 2D design and learn how to use the software tools to design a range of ideas that meet the requirements of the brief · Pupils will develop their 2D-design skills by learning how to experiment with colour/vectorise an image/use engraving tools · Pupils will understand post processing and the common file types used to output computer aided designs |
| Year 8 | 3D-Technologies: Rockets · Pupils will understand the contemporary and potential future use of production techniques and systems (Automation, Computer Aided Design and Manufacturing) · Pupils will explore how 3D modelling skills and 3D printers are used in the tech industry and in other industries · Pupils will gain an understanding of how 3D printing is helping society · Pupils will know the main parts of the 3D printer and the three main stages of the 3D printing process. · Pupils will explore the various elements of the Onshape 3D CAD software interface and how to access and use various tools and controls. · Pupils will develop their Onshape skills by creating a 3D model of a nose cone for their rocket and personalise it · Pupils will learn how to create a unique design for the fins of their rocket and produce a 3D model. |
| Year 9 | 3D-Technologies: Communication Dice · Pupils will learn how to use research and exploration, to identify and understand user needs · Pupils will learn how to identify and solve their own design problems and understand how to reformulate problems given to them · Pupils will understand how to develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations · Pupils will continue to develop their use of the main tools of CAD software – 2D design by using the software tools to design a range of ideas for each face of their dice · Pupils will develop their understanding of how 3D printing is helping society · Pupils will further develop their Onshape skills by using various tools and controls to create a 3D model of a dice · Pupils will learn how to create unique designs for each side of the dice and produce a 3D model. |
You can find out the all of the information about this course on the Food and Nutrition page.
| Year 7 | Project: Timbers – Storage Box · Pupils will explore a range of Wood, the properties and source of the materials. They will link this to sustainability and learn about the lifecycle of wood. · Pupils will gain knowledge of Sustainability and how to responsibly source different types of timber. Pupils will explore which wood is most sustainable. · Through practical work pupils will learn about wood Joining methods such as finger joints and butt joints. Pupils will also learn about basic ways of joining material that can be applied in future practical work. · Pupils will learn about design briefs. Their purpose and how to use them to inform their decision making in the design process. · Pupils will learn some drawing techniques when designing their work such as crating and using shapes and construction lines to create individual ideas. Practical Skills · Pupils will begin to explore how to accurately use some workshop tools and machinery, such as tenon saws, files, rasps, marking gauges, try-squares, disc sanders and pillar drills. · Pupils will also cover the basics of workshop health and safety. They will learn about risks in the workshop and preventative measures to put in place for safe practice. |
| Year 8 | Project: Metals – Jewellery · Pupils will explore a range of metals, the properties and source of the materials. They will link this to sustainability and learn about the lifecycle of metal. · Pupils will gain knowledge of Sustainability and how to responsibly source different types of metal. Pupils will explore which metals are most sustainable. · Through practical work pupils will learn about metal casting. Pupils will also learn about basic ways of finishing metal as a material in a manner that can be applied in future practical work. · Pupils will build on knowledge of design briefs. Their purpose and how to use them to inform their decision making in the design process. · Pupils may also have the opportunity to learn how to use different CAD software (2d Design V2) and CAM production methods (CNC milling machine) Practical Skills · Pupils will begin to explore how to accurately use some workshop tools and machinery. Such as coping saws, files, pillar drills, cordless drills, hacksaws, heat gun, low temperature metal casting machine, emery cloth, glass paper, wet and dry paper buffing wheel, letter stamps. · Pupils will also cover the basics of workshop health and safety. They will learn about risks in the workshop and preventative measures to put in place for safe practice. |
| Year 9 | Project: Polymers – Light-reactive Nightlight · Pupils will explore a range of plastics, the properties and source of the materials and their links to the use of fossil fuels and global warming. They will link this to sustainability and learn about the lifecycle of plastics. · Pupils will gain knowledge of Sustainability and how to responsibly source different types of plastic. Pupils will explore which categories of plastic are most sustainable. · Through practical work pupils will learn about plastic forming. Pupils will also learn about basic ways of shaping plastic as in a manner that can be applied in future practical work. · Pupils will build on knowledge of design specifications. Their purpose and how to use them to inform their decision making in the design process. Practical Skills · Pupils will begin to explore how to accurately use some workshop tools and machinery. Such as: strip heaters, vacuum formers, soldering irons, wire snips, emery cloth. · Pupils will also cover the basics of workshop health and safety. They will learn about risks in the workshop and preventative measures to put in place for safe practice |
| Year 7 | Sewing Skills · Understand what Textiles is and be able to explain the importance of textile products in daily life. · Know the classifications and types of fabrics and their working properties · Understand how to select and use specialist textile tools and equipment, and aware of relevant health and safety. · Understand the four basic hand stitch techniques (Running, Back, Zig zag and cross stitch) and be able to create a sample for each stitch type. · Understand the decorative textile process Applique and the use of a paper pattern in this process. · Know how to thread the sewing machine and use it safely to join fabrics · Be able to critically evaluate their textile samples and suggest modifications using the grade descriptors. |
| Year 8 | Ugly Doll Project · Know the classifications and types of fabrics and their working properties · Understand to identify important features of a Design brief and be able to respond creatively and appropriately to meet the brief and the specific needs of a target user. · Analyse the work of past and professional designers, such as Vivienne Westwood · Be able to understand the different environmental factors designers have to consider when designing and manufacturing textile products. · Be able to design and make a product that is more sustainable and environmentally friendly. · Be able to critically evaluate their textile samples and final product and suggest modifications using the grade descriptors. |
| Year 9 | Ugly Doll Project · Know the classifications and types of fabrics and their working properties · Understand the differences in fabric construction, such as woven and non-woven fabrics · Understand to identify important features of a Design brief and be able to respond creatively and appropriately to meet the brief and the specific needs of a target user. · Be able to understand the different environmental factors designers have to consider when designing and manufacturing textile products. · Be able to design and make a product that is more sustainable and environmentally friendly. · Be able to critically evaluate their textile samples and final product and suggest modifications using the grade descriptors. · Be able to produce a textile decorative product in the style of a Textile designer. |
In Key Stage 4 we offer pathways in all discipline areas and pupils can opt to study from one of the following courses:
This course allows pupils to study core technical and designing and making principles, including a broad range of design processes, materials techniques and equipment. They will also have the opportunity to study a specialist material group in greater depth, for example, timbers, metals, plastics and textiles.
| Year 10 | Core Technical Principles In order to make effective design choices pupils will need a breadth of core technical knowledge and understanding that consists of: · new and emerging technologies · energy generation and storage · developments in new materials · systems approach to designing · mechanical devices · materials and their working properties Specialist Technical Principles Pupils should develop an in-depth knowledge and understanding of the following specialist technical principles: · selection of materials or components · forces and stresses · ecological and social footprint · sources and origins · using and working with materials · stock forms, types and sizes · scales of production · specialist techniques and processes · surface treatments and finishes. Each specialist technical principle should be delivered through at least one material category or system. The categories through which the principles can be delivered are: · papers and boards · timber based materials · metal based materials · polymers · textile based materials · electronic and mechanical systems Design and Making Principles Pupils will need to demonstrate and apply knowledge and understanding of designing and making principles in relation to the following areas: · investigation, primary and secondary data · environmental, social and economic challenge · the work of others · design strategies · communication of design ideas · prototype development · selection of materials and components · tolerances · material management · specialist tools and equipment · specialist techniques and processes. |
| Year 11 | NEA2 Project Pupils work should consist of: · an investigation into a contextual challenge, defining the needs and wants of the user · relevant research to produce a design brief and specification. · design ideas with flair and creativity · development to create a final design solution (including modelling). · a manufacturing specification to conclude design findings leading into the realisation of a final prototype that is fit for purpose · a final evaluation |
This is a creative course which focuses on practical cooking skills to ensure pupils develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials.
You can find out the all of the information about this course on the Food and Nutrition page.
This course is appropriate for pupils who are interested in any aspect of graphic design, including sourcing ideas and design and are motivated and challenged by learning through hands-on experiences and through content, which is concrete and related directly to those experiences.
| Year 10 | Unit 1 – Introduction to Graphic Design Pupils will develop an understanding of the components of graphic design. They will do this by working with physical and/or digital materials and techniques. The learner must know about and demonstrate the use of: · colour · tone · line · composition · typography · imagery Pupils must evaluate: · the visual impact of their experiments · the choices made during their experiments Unit 2 – Graphic Design Practice Pupils must know: · examples of design practice in a chosen discipline · recognised graphic designers in a chosen discipline · the characteristics of design practice Pupils must demonstrate use of: · technical skills · processes · techniques · equipment · material · composition The pupil must evaluate: · how their design reflects the work of the graphic designer · their technical skills · their use of graphic design components · ways of improving |
| Year 11 | Unit 3 – Responding to a Graphic Design Brief The learner must know how to: · respond to a brief · develop ideas · demonstrate technical skills · demonstrate effective use of resources The pupil must evaluate: · the final outcome · the purpose and impact of the graphic design · effective use of resources · what went well and not so well Unit 4 – Graphic Design Portfolio The pupil must know about: · the range of employment opportunities in graphic design · entry and progression routes · ways to present and promote work · the characteristics of digital and physical portfolios The pupil must demonstrate: · breadth of work · editing and selection of work · selection of format · presentation skills · reasons for choice The pupil must evaluate: · strengths and weaknesses · technical skills · creative responses · presentation skills |
For pupils looking progressing into Key Stage 5, our Design Technology curriculum is aligned with the progression routes of local colleges, universities and apprenticeship providers.
Pupils are provided with up-to-date careers guidance on subject-related pathways and careers within DT-aligned industries. They receive realistic guidance about what each career pathway entails and support to help them make decisions that reflect their ability, potential and aspirations.
The AQA Design Technology GCSE course is a pathway to A-level Design Technology, 3D Product Design at Cardinal Newman College and A-level Engineering at Runshaw College as well as Level 1/2 NVQ Construction at Preston College and a multitude of training apprenticeships with local businesses.
The NCFE Graphics vocational qualification is a pathway to A-level Graphics at Cardinal Newman and Runshaw colleges.
Eduqas GCSE Food Preparation and Nutrition is a pathway to Level 2 and 3 Hospitality, culinary skills and events management courses at Blackpool and Fylde College as well as a multitude of training apprenticeships in the local area.
In design technology, we believe that all pupils should be equipped with and supported in developing a high level of reading and literacy capability. There are clear expectations for how subject knowledge and understanding will be demonstrated through oracy and literacy. This will ensure that pupils show a deep understanding of the topics taught across both key stages. Age appropriate subject knowledge vocabulary will be taught to pupils. This will be modelled by teachers and explained to pupils to continually reinforce the expected standard.
Reading strategies are implemented in the design technology department and are informed by the demands of the scheme of work, pupils’ reading ages, and the key principles of the Corpus Christi approach to ensure pupils are supported in developing their reading, literacy, and oracy across the curriculum.
Colleagues should take time to model effective reading by, for example, reading a passage aloud prior to the class reading. Additionally, colleagues must be aware of when difficult vocabulary needs to be pre-taught and this should be highlighted within the scheme. The way in which subject specific vocabulary is taught will be differentiated to suit the ability of all pupils.
Assessment will be continuous and largely formative through the use of regular recall and pupil explanation. In addition to this, understanding will be communicated and assessed through key pieces of written work. In Key Stage 4 pupils will complete assessments at the end of each unit to check their knowledge and understanding over time.
Exam results across the DT faculty have been excellent and the impact of the design and technology curriculum is evident in the depth of secure knowledge acquired by pupils across both key stages.
Our best ever set of results was achieved across the department in 2023, exceeding national averages across all subject areas.
We are a consistently popular option choice for year 9 pupils and have over 120 pupils studying a design technology course across year 10 and year 11. This is a result of the impact of our well planned, sequenced and stimulating curriculum that serves to inspire pupils to study our subject at GCSE.
The design technology department also offers a variety of extra-curricular clubs to all pupils. These are consistently well-attended and gives pupils the opportunity to experience aspects of the subject they may not encounter whilst studying the National Curriculum during lessons.
The impact of our curriculum is also seen in pupils choosing to continue professionally in this industry. We have past alumni that have progressed into careers within technology, including Dale Collier who is a senior engineer at Rolls Royce and Henry Edwards who works in design and engineering at British Aerospace (BAE).
Many of our pupils continue to study industry related courses at Preston College, such as, construction and joinery, or progress onto training apprenticeships gaining valuable hands-on experience in a real work environment.
For further information regarding the Design and Technology curriculum please contact:
Mr Holden, email: shol@ccc.lancs.sch.uk or telephone school reception: (01772) 716912.
