Design & Technology
Intent:
Our curriculum encourages the development of self-motivated and confident learners who are able work independently and as part of a team. This is encouraged through creativity, problem solving, and the development of lifelong skills.
Further information:
Skills and knowledge
The Design & Technology curriculum aims to develop a range of practical skills, knowledge of materials and processes, and the ability to problem-solve creatively. Students will learn to use various tools and equipment safely, understand design principles, and apply their understanding to real-world scenarios. Additionally, the curriculum fosters memory retention through iterative design processes and reflective practices, encouraging students to learn from both successes and failures.
2D and 3D design
The ability to generate both two-dimensional sketches and three-dimensional models fosters the effective communication of design ideas. This initial visualisation stage allows for experimentation with various forms, layouts, and functionalities before transitioning to physical construction. Additionally, detailed 2D plans with precise measurements and annotations can be created, ensuring the successful execution of the design during the manufacturing process.
Textiles
The construction of the pencil case necessitates the application of various sewing techniques. Students will learn and practise essential skills such as cutting fabric accurately, following sewing patterns, and utilising sewing machines effectively. Mastering these techniques lays the groundwork for more complex sewing projects in the future. The tie-dye project allows us to explore the interplay between aesthetics and functionality. While creating a visually appealing design through the tie-dye process, students must ensure the pencil case remains functional for its intended purpose. This consideration of both form and function is a vital aspect of design that will be applicable to future projects.
The denim bag project necessitates meticulous planning and design development. Students will be required to conceptualise the bag's size, functionality, and aesthetic style. This initial phase involves sketching potential designs, considering material requirements, and creating a clear plan for construction. This process mirrors the professional design workflow, where thorough planning precedes execution.
Electronics
The construction of the mood light will involve working with electronic components like LEDs, resistors, and microcontrollers. Through this process, students will gain firsthand experience with basic circuits and how their components interact to create a desired outcome. Soldering requires the development of fine motor skills, hand-eye coordination, and an understanding of safety protocols when working with heated tools. While following a schematic or design plan, there's a strong possibility of encountering unforeseen challenges during the construction phase. The project encourages creative problem-solving skills as students troubleshoot any malfunctions or identify alternative solutions to achieve the desired lighting effects. The mood light project also offers the opportunity to extend into the world of graphic design, where students can use CAD systems to create designs for our laser cutter and create visually appealing packaging for the finished product.
Product design
Students will learn iterative design through the designing, planning and manufacturing of a range of products using natural timbers and manufactured boards, polymers and metals. There is a clear focus on creativity and the engineering of ideas.
Links to Key Stage 2 (KS2)
Building upon the foundation laid in Key Stage 2, the Design & Technology curriculum progresses students' understanding of design concepts, technical skills, and problem-solving abilities. Continuity is maintained through the development of skills such as measurement, construction techniques, and the exploration of materials, ensuring a seamless transition and progression in learning.
Purpose of the curriculum
The primary purpose of the Design & Technology curriculum is to equip students with the essential skills and knowledge required to thrive in an increasingly technological and design-oriented world. By engaging in practical projects and creative problem-solving activities, students develop critical thinking skills, resilience, and confidence in their ability to innovate and adapt to new challenges.
Ambition
Our ambition is to inspire students to become proficient designers and innovators who can contribute positively to society. Through a combination of practical experiences, theoretical knowledge, and exposure to real-world design contexts, we aim to nurture a passion for creativity and entrepreneurship in our students, preparing them for future academic and career pathways in design, engineering, and related fields.
Visits
There are many opportunities for trips and visits during the academic year in Design & Technology. We regularly take part in STEM challenges and offer year 7 students the chance to visit the Harry Potter studio tour and for our KS4 students a trip to Florence, Italy.
Assessment
Assessment in Design & Technology serves multiple purposes. It provides insight into students' understanding of design principles and technical skills, evaluates their ability to apply knowledge in practical contexts, and informs instructional planning and differentiation. Assessment methods include formative assessments, project evaluations, peer and self-assessment, as well as summative assessments to gauge overall progress. Assessment builds upon previous knowledge by identifying areas of strength and areas for improvement, allowing for targeted support and scaffolding.
Cross-curricular links
The Design & Technology curriculum fosters cross-curricular links by integrating elements of mathematics, science, art, and computing. Through interdisciplinary projects, students explore connections between subjects, enhancing their understanding of how Design & Technology intersect with various fields of study. These cross-curricular links promote holistic learning and encourage students to apply knowledge and skills across different contexts. These valuable tools find application in various subjects, including art and even science, where visual representation of data and experimental results plays a crucial role.
Reading and oracy skills
Reading and oracy skills are integral to the Design & Technology curriculum. Students engage with technical texts, design briefs, and instructional materials to develop their literacy skills. Moreover, verbal communication is emphasised during collaborative design tasks, presentations, and critiques, fostering effective communication skills essential for success in both academic and professional settings.
Cultural capital and personal development
The Design & Technology curriculum enriches students' cultural capital by exposing them to a diverse range of design traditions, historical contexts, and contemporary innovations. Through the exploration of culturally significant designs and technologies, students develop an appreciation for cultural diversity and the role of design in shaping societies. Additionally, the curriculum promotes personal development by encouraging creativity, resilience, and a growth mindset, empowering students to pursue their passions and aspirations.
Equality and diversity
Equality and diversity are fundamental principles embedded within the Design & Technology curriculum. The curriculum promotes inclusive teaching practices that accommodate diverse learning styles, abilities, and backgrounds. Projects and resources are carefully selected to reflect diverse perspectives and experiences, ensuring that all students feel represented and valued in the learning environment. Moreover, the curriculum challenges stereotypes and promotes gender equality by encouraging all students to explore and excel in Design & Technology. Students are encouraged to investigate, analyse and evaluate the work of past and present designers and companies to inform their own design. We use the list of diverse designers from the AQA KS4 specification.
Inclusion
The Design & Technology curriculum is designed to support the needs of all students, including those eligible for Pupil Premium and those from diverse socioeconomic backgrounds. Differentiation strategies, such as scaffolding, targeted support, and enrichment opportunities, are employed to address individual learning needs and close attainment gaps. Moreover, the curriculum promotes equity by providing access to high-quality resources, workshops, and extracurricular activities, ensuring that all students have the opportunity to excel and succeed in Design & Technology.
In alignment with our commitment to inclusivity, the Design and Technology curriculum in Sandhurst School is specifically tailored to meet the diverse needs of students with Special Educational Needs and Disabilities (SEND). We recognize the importance of providing equitable opportunities for all learners to engage meaningfully in the subject. Our approach to SEND within Design and Technology encompasses a range of strategies, including differentiated instruction, personalised learning plans, and access to assistive technologies and resources. Additionally, our teaching staff receive regular training and professional development in inclusive pedagogies and strategies to support students with SEND effectively. Through a nurturing and supportive learning environment, we aim to empower students with SEND to develop their creative abilities, problem-solving skills, and confidence in their design capabilities, ensuring they fully participate and thrive within the Design and Technology curriculum.
Curriculum time allocation
KS3 (Years 7, 8 and 9) - 2 hours per fortnight
KS4 (Years 10 and 11) - 5 hours per fortnight
Curriculum pathways
KS4 Personal Learning Checklists (PLC)
Design & Technology - Unit 3.1 Core Technical Principles 8552
Design & Technology - Unit 3.1.6 Materials and their working properties 8552
Design & Technology - Unit 3.2 Specialist technical principles 8552
Design & Technology - Unit 3.3 Designing and making principles 8552
KS4 exam information
| Exam | Design & Technology |
| Board | AQA |
| Spec | 8552 |
| Paper 1 |
Written exam: 2 hours 100 marks 50% of GCSE
What's assessed
Section A – Core technical principles (20 marks) A mixture of multiple choice and short answer questions assessing a breadth of technical knowledge and understanding.
Section B – Specialist technical principles (30 marks) Several short answer questions (2–5 marks) and one extended response to assess a more in depth knowledge of technical principles.
Section C – Designing and making principles (50 marks) A mixture of short answer and extended response questions. |
| NEA |
30–35 hours approx 100 marks 50% of GCSE What's assessed Practical application of:
Substantial design and make task:
Contextual challenges to be released annually by AQA on 1 June in the year prior to the submission of the NEA Students will produce a prototype and a portfolio of evidence Work will be marked by teachers and moderated by AQA |
Department Contact
Mr W Jeary
wjeary@sandhurstschool.org.uk