Design Technology

Curriculum Intent

“Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.”
National Curriculum

The DT curriculum at Corpus Christi is designed to meet the broader aims of the National Curriculum whilst drawing in links to other subjects such as Science, Mathematics and Religious Education. It is our belief that the curriculum for DT at KS3 should be progressive through each year of study in the 30 teaching hours allocated to each pupil. As a result of this, pupils will be able to progressively build knowledge and understanding of key concepts and themes throughout the key stage; focusing on the social, moral and environmental impact of Design and Technology as well as building designing and making skills through practical work.

Pupils will become proficient not only in technical and practical expertise needed to perform everyday tasks confidently, but also in the making and evaluating elements of the iterative design process. Additionally, pupils will learn about the properties of a range of materials and their environmental impact and build technical skill throughout a range of practical projects. Across the key stage pupils will carry out 15 hours of practical work, developing skills working with natural and man-made wood, plastics, electronics, CAD and metal casting.

At the centre of this is the ability of pupils to understand and communicate the wider effects of design and technology on the environment and improve the pupils’ sense of stewardship of the planet we have been given by God. Pupils will gain an understanding of the wider impact of the materials they work with each year on the environment.

Teaching staff will be required to constantly develop their individual subject knowledge and implement new and emerging technologies into the schemes of work (which are to be continually developed and refined) In the limited time available for teaching staff key concepts are to be delivered with clarity and focus and linked throughout the key stage in order to be retained in pupil’s long-term memory.

The DT curriculum at Corpus Christi extends beyond the national curriculum with a range of extra-curricular clubs and activities available to all pupils which offers them the opportunity to explore and diversify their interests in more depth than what is covered in the classroom. Pupils can currently attend Baking club, Fashion and textiles club and Product Design club.

The curriculum also enables pupils to make informed decisions about a wide range of further learning opportunities and career pathways within the subject.

Aims

The national curriculum for design and technology aims to ensure that all pupils:

Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
Critique, evaluate and test their ideas and products and the work of others
Understand and apply the principles of client centred design with regard to development of a prototype.

Subject content Key Stage 3

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of domestic and local contexts [for example, the home, health, leisure and culture], and industrial contexts for example, engineering, manufacturing, construction, food, energy, agriculture (including horticulture) and fashion]. Topics and themes are focused and whilst supports the syllabus rather than a route through to the GCSE specification. These have been broken down into the following assessment objectives.

Core principles: – Recall, select and communicate knowledge and understanding in design and technology including its wider effects.
Designing and making principles: – Apply knowledge, understanding and skills in a variety of contexts and in designing and making products.
Specialist technical principles:– Analyse and evaluate products, including their design and production in greater depth taught through one material category or system.

When designing and making, pupils should be taught to:

Design

use research and exploration, such as the study of different cultures, to identify and understand user needs
identify and solve their own design problems and understand how to reformulate problems given to them
develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations
use a variety of approaches [for example, biomimicry and user-centred design],
to generate creative ideas and avoid stereotypical responses
develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools.

Make

select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture
select from and use a wider, more complex range of materials, components and ingredients, taking into account their properties

Evaluate

analyse the work of past and present professionals and others to develop and broaden their understanding
investigate new and emerging technologies
test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups
understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists

Technical knowledge

understand and use the properties of materials and the performance of structural elements to achieve functioning solutions
understand how more advanced mechanical systems used in their products enable changes in movement and force
understand how more advanced electrical and electronic systems can be powered and used in their products [for example, circuits with heat, light, sound and movement as inputs and outputs]
apply computing and use electronics to embed intelligence in products that respond to inputs [for example, sensors], and control outputs [for example, actuators], using programmable components [for example, microcontrollers].

KS3 Overview

In key stage three pupils experience a rotational timetable of a broad range of material areas, including Graphics, Resistant Materials, Textiles and Food and Nutrition.

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.

	Graphics	Resistant Materials	Textiles	Food & Nutrition
Material Area	Paper and board	Timbers Metals Plastics/electronic components	Textile fabrics	Food ingredients
Knowledge & Understanding	1. Material Types 2. Properties of materials 3. Environmental impacts of materials Components of design	1. Material Types 2. Properties of materials 3. Environmental impacts of materials 4. Mechanical and electronic systems 5. Deign and making principles	1. Material Types 2. Properties of materials 3. Environmental impacts of materials 4. Deign and making principles	1. Principles of nutrition 2. Diet and good health 3. Food provenance (source and seasonality)
Skills	Tools safety Marking-Out Shaping Forming Joining Photoshop skills	Tools safety Marking-Out Shaping Forming Joining Finishes	Tools safety Marking-Out Shaping Forming Joining Finishes	20 skills (see skills table appendix) Namely: knife skills Controlling cooking processes Testing for readiness

Resistant Materials

Year 7

Project: Money/trinket box

Pupils will gain knowledge of Sustainability and how to responsibly source different types of timber. Pupils will explore which wood is most sustainable.
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.
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, 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: Jewellery

Pupils will gain knowledge of Sustainability and how to responsibly source different types of metal. Pupils will explore which metals are most sustainable.
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.
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

Light-reactive nightlight

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.
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.
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.

Textiles

Year 7

Selfie project

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.
Be able to critically evaluate their textile samples and suggest modifications using the grade descriptors.
Be able to produce a textile decorative product in the style of a Textile designer.

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.
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 produce a high-quality child’s toy/keyring prototype.
Be able to critically evaluate their textile samples and final product and suggest modifications using the grade descriptors.

Year 9

Coffee cosy 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.
Be able to understand how to safely use a sewing machine to create a buttonhole.
Understand the different types of textile fastenings and their advantages and disadvantages.
Be able to design and make a product that is influenced from pop art style.
Be able to produce a high-quality coffee cosy prototype.
Be able to critically evaluate their textile samples and final product and suggest modifications using the grade descriptors.

Graphics

Food and Nutrition

KS4 Overview

In key stage 4 we offer pathways in all discipline areas and pupils can opt to study from one of the following courses:

AQA Design Technology

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.

NCFE Graphic Products

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.

Eduqas Food Preparation & Nutrition

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.

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

Reading

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

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.

Curriculum Impact

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.

Subject	National Average 9-4	9-4	9-5	9-7
Graphics Vocational	n/a	100%	74%	16%
Food Prep and Nutrition	64.6%	90%	58%	13%
Design Technology	65.6%	70%	50%	5%
Childcare Vocational	n/a	94%	88%	47%

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.