Welcome to Design Technology!

We are a team of five specialist teachers and two technicians with a shared commitment to high expectations, exceptional outcomes and continuous improvement. We are forward-thinking practitioners who develop students’ knowledge, skills, confidence and independence throughout their curriculum journey, ensuring that every student is equipped to succeed beyond the classroom.

Our curriculum is deliberately designed around progression, skill development and meaningful outcomes. Students build knowledge over time, revisit and apply key concepts, and increasingly work with independence and precision. We seek to instil a culture of success from Key Stage 3 onwards, developing resilient, creative and ambitious young people who are prepared for further study, employment and life beyond school. This sustained approach to progress is reflected in our exceptionally high examination outcomes at the end of Key Stage 4.

Over the next five years, we will continue to evolve an ambitious curriculum that develops well-rounded, responsible and informed young adults with the technical, creative, problem-solving and employability skills required to thrive in a changing Britain and global economy.

Our provision offers three distinct pathways: Design Engineering, Product Design, and Food Preparation and Nutrition. Together, these provide students with access to a broad range of future careers and disciplines, including architecture, furniture and product design, automotive, industrial and aerospace engineering, hospitality, nutrition and food science.

At Key Stage 3, students experience all three disciplines through carefully sequenced 12-week rotations in Product Design, Engineering, and Food Preparation and Nutrition. This broad foundation enables students to discover their strengths and interests while developing essential technical and transferable skills.

At Key Stage 4, students progress into specialist pathways, including Cambridge National Engineering and GCSE Food Preparation and Nutrition. The curriculum is structured to build increasing knowledge, technical competence, independence and confidence, ensuring students are fully prepared to achieve outstanding outcomes and progress successfully into further education, training or employment.

Start Points

Initial testing on entrance to Year 7 is used to benchmark prior knowledge and understanding of Design and Technology due to discrepancies in curriculum coverage at KS2. This informs future planning and development of SOL.

Student attributes: High quality work, commitment, resilience, independence, being knowledgeable, decision making, planning, curiosity, risk taking, equipped for a variety of careers, problem solving and adaptability.

Preparation for Life: The curriculum is designed to develop curious, confident and competent learners who apply valuable skills and knowledge in preparation for life.

Design Engineering

At KS3, all students will discover the impact of design on the world and how design is the core subject which underpins society and its needs.

Through a series of sequential lessons, students will know the categories of materials: woods, metals and plastics and discover the properties of hardwoods, softwoods and manufactured boards. Students will undertake practical skill projects in a variety of materials, applying a wide range of processes to create high quality, commercial outcomes.

Students will learn how to cut, file, shape and finish a jigsaw puzzle and apply these skills to the manufacture of the Bug Hook under examination conditions.

Year 7 Product Design

In product design students will learn about electronics drawing form prior experience at KS2. Students will know and understand energy, electronics, components and how a circuit works. Students will apply this knowledge to a circuit when creating an electronic textile torch using batch production templates and hand stitching skill.

Students will apply basic wood working skill to manufacture a mobile phone holder in the style of De Stijl. This will dovetail knowledge with the engineering curriculum understanding the categories of material. Students will use softwood material to create a Lap Joint. Students will learn to mark out, cut shape and file. Sand, drill, join and finish the mobile phone holder using wood working hand tools, equipment and finishing processes.

Year 7 Food Preparation and Nutrition

In Food Preparation and Nutrition (FPN) we introduce students to food safety and hygiene. Students’ practical lessons are sequenced to build on skills, at present we produce coleslaw, apple crumble, scones with homemade butter, crispy chicken wrap, Chow Mein and a roasted vegetable pasta bake. We have two practical assessment points: a baked outcome (scones) and a cooking outcome (vegetable pasta bake). These equip students with a skillset to take forward into year 8. Theory lessons support practical learning as well as embedding key learning such as food spoilage, correct food storage, key temperatures and enzymic browning.

Year 7 Homework

The Year 7 Homework Project will build upon prior graphic and analysis skills by the designing and evaluating of a functional mosaic. Parental engagement is encouraged for the manufacturing aspects from home.

Year 8 Engineering

Students will conduct a discovery lesson building upon prior knowledge and learning new knowledge through research.

They will apply prior knowledge of metal skills to mark out, cut, shape and form steel to accuracy in a new stock form. From initial skill building students apply skill to manufacture a solar light product. This is an independent project under examination conditions. Differentiated guides are available for support.

Year 8 Product Design

Students begin by exploring the Memphis Design Movement, investigating its origins, characteristics and influence on products, interiors, fashion and graphic design. They analyse examples using written information, images and existing products, developing an understanding of how historical design movements influence contemporary design.

Students then apply their understanding by creating a professionally presented Sweet Dispenser graphic label. Using Memphis-inspired colours, typography, patterns and graphics, they develop a visually engaging label that communicates the product’s identity and appeals to the intended user. The label is assessed out of 30 marks, providing an opportunity to demonstrate skills in branding, packaging and visual communication.

Students then develop practical woodworking skills through the manufacture of their Sweet Dispenser. Following technical drawings, they accurately measure, mark out, cut, shape and assemble pine timber using a range of hand tools and workshop equipment. They explore mechanical systems by producing a simple dispensing mechanism, learning how movement is converted into action and how accurate tolerances ensure reliable operation.

Throughout the project, students develop skills in joining, cutting, filing, sanding and finishing, using PVA adhesive and quality control techniques to achieve a high-quality product. They also manufacture a collection tray, understanding how individual components contribute to the function and usability of the final design.

 

Year 8 Food Preparation and Nutrition

As students enter year 8, we build on their year 7 learning as well as introducing new learning. We upskill our apple crumble practical from year 7 to produce a fruit pie: embedding the learning deeper and demonstrating more complex technical skills. The fruit pie is our baked assessment outcome. We produce Mac & Cheese, where we learn about gelatinisation and the effect on flour when heated. We also produce a sweet and sour, pizza (this is our cooked assessment outcome where we produce a sauce by reduction as well as forming and shaping a dough). We produce a “burger in a bun” – a popular outcome where we take our learning from the year 7 crispy chicken wrap and introduce another component (the bread roll). Students also produce a frosted carrot cake. Our theory lessons centre around food choice and factors affecting food choice. We learn about culture, British food culture, seasonality, allergens and how cost impacts the food we eat.

Year 8 Homework

The Year 8 Homework is a Craft Skills Project where students recognize and access skills beyond the classroom. The task is to make a new product by learning a new skill. Students will know and understand that Design and Technology skills are all around us and that discovering a new skill can be a great way to find out about the people around us as well as what inspires us. Learning a new hobby can have a great impact on positive mental health. Students are to learn a skill, document their progress and manufacture a new product. This is to be evaluated by students with client feedback.

Extra-curricular activities

Students have the opportunity to participate in house competitions and activities. Most recently, The Design Festival competition which this year is around the social issues of Homelessness in Nuneaton. Students are researching and designing food dishes, textile products and architectural shelters. This runs alongside the KS4 practical examinations. At KS4 students have the opportunity to gain additional support with their work as well as examination preparation and revision. We also run a KS3 Minecraft club which takes place on a Wednesday lunchtime at different times of the year.

Year 9 Food Preparation and Nutrition

Year 9 further builds on prior learning with an aim to equip our students with not only the life skills food and nutrition has to offer but should the students decide to continue with the food and nutrition education into GCSE. We follow the National Curriculum guidelines and teach a predominantly savoury curriculum. Practical outcomes include meatballs and pasta, sticky toffee pudding with a toffee sauce and a blind-baked shortcrust pastry quiche. This our cooked assessed outcome. We also produce a chocolate star wreath as our baked assessed outcome. This introduces enriched doughs to the students. We also produce a vegetarian curry and Caribbean inspired beef pasties. Our theory elements focus on the nutritional needs of teenagers – where we look at nutritionally, what is needed to support the body. We also delve into how mental health can impact the food we eat.

Year 9 Engineering

Students will apply prior knowledge and skill to manufacture an LED Lamp in the style of mid century iconic designers. Learning about Modern Materials and the Mid Century aesthetic students research into the works of Charles and Ray Eames in collaboration with Vitra. The iconic Eames Elephant stool designed in 1945 originally in Plywood, students manufacture an aluminium Eames Elephant using templates and formers. The two part product is powdercoated and joined using pre manufactured components. Students undertake a second part of the product manufacturing a wooden base with rebates and joints. An LED lighting kit is assembled using electronic tools and equipment. The end outcome is high skilled and manufactured to a quality finish.

Orthographic and Isometric design skills are developed from creative sketches to enable access to KS4 mark schemes.

Year 9 Product Design

This project develops students’ knowledge, understanding and practical skills through the design and manufacture of a fully functioning Passive Amplifier. Building on prior Key Stage 3 learning, students develop their skills in CAD, technical drawing, manufacturing processes and quality assurance, making connections between design, engineering and manufacture.

Students begin by exploring the work of Keith Haring, developing an understanding of graphic design, symbolism and vector artwork. They apply these skills using 2D Design V2, learning how digital graphics can be used for processes such as laser cutting and engraving.

Students then develop their technical drawing and CAD skills by measuring an existing component, producing accurate sketches and recreating them digitally using recognised drawing conventions and dimensioning techniques. They progress to 3D modelling in Google SketchUp, using technical drawings and a physical prototype to create an accurate digital model while documenting their progress in a digital making diary.

Students apply their designs through practical manufacture, independently marking out, cutting, drilling, shaping and finishing MDF and plywood components to specified tolerances. Templates and quality assurance techniques are used to improve accuracy and encourage evaluation throughout the process.

As their skills develop, students progress to more complex woodworking techniques, including creating finger joints to connect the amplifier components. The project develops precision, independence, resilience and confidence while reinforcing the importance of accuracy and quality in design and manufacturing.

Year 9 Transition Homework

Students who opt for Engineering at KS4 are given a brief to disassemble, design and manufacture a lamp over the summer holiday. This is a challenging but exciting brief which encourages working with adults beyond the classroom. Historically we have had incredible results and students produce high quality commercial outcomes. During the first part of year 10 students share their work in an adult university style critique. Work is exhibited at the Open Evening each autumn term.

Year 10 Engineering

Year 10 students are introduced to the Cambridge National Specification, meeting the department’s vision: standards and expectations for high quality outcomes throughout the duration of the course.

During R039, engineers will analyse a range of products within the existing market.

Engineers will respond to briefs (Ro39) when designing and evaluating existing solutions before creating initial sketches. Engineers will develop a wide range of potential design ideas through 2d and 3d developments.  With enhanced knowledge of the Design Cycle, engineers will validate their design using primary research methods and optimize their products, modifying in light of client feedback. Prior knowledge is applied in modelling and development independently, optimizing product detail which will complete with isometric, orthographic and exploded views of the final proposal. Engineers will create assembly drawings knowing and understanding processes such as injection moulding.

Engineers will create 3d visual representations using CAD software and demonstrate a wide range of skill to communicate the final proposal in detail.

Extra-curricular activities

Students are offered 121, small group and whole class catch up sessions to ensure all students have the opportunity to thrive.

Targeted intervention is also utilized to support progress, apprenticeship applications and revision.

Targeted intervention is also utilized to support progress, apprenticeship applications and revision.

Year 11 Engineering

Year 11 Engineers will respond to the examiner brief in R040 and evaluate a range of existing products through primary and secondary analysis. Engineers will disassemble a product and analyse its shape, form, circuitry, components and production methods evaluating and drawing conclusion.

Engineers are to develop detailed and skilled CAD drawing of the product and plan its production in preparation for a 10 hour practical manufacturing examination.

Students will draw upon prior knowledge of skill and manufacturing methods throughout KS3 and KS4 to understand and know the complexities of assembly. Production plans will be produced and dovetailed to ensure good and outstanding progress within the 10 hour intense practical timeframe.

A 10 hour practical examination will take place under examination conditions to allow students to independently manufacture outcomes using a wide range of skill, material and process. Further sequences of lessons will ensure product completion, evaluation, testing and refinement. This is an opportunity for students to access understanding about manufacturing within a real world adult learning context.

Engineers will reflect upon a wide range of knowledge from theoretical and skill-based projects to access a broad range of examination content in preparation for the Design Engineering Examination.

Year 10 Food Preparation and Nutrition

Year 10 FPN builds on the GCSE specification content and the 6 content areas food commodities, principles of nutrition, diet and good health, the science of food, where food comes from and cooking and food preparation. Practical outcomes support the theory learning as well as continue to build on the technical skills. Our aim in year 10 is to build up the student’s repertoire which they can then use in year 11. Learning is assessed through a range of assessed practical outcomes, trial exams, mock NEA tasks and topic tests.

Year 11 Food Preparation and Nutrition

Year 11 FPN is focused on the completion of NEA (Non-Exam Assessment) and preparing for their summer written examination. NEA 1 is introduced in the autumn term. NEA 1 is the Food Investigation Assessment and is worth 15% of the overall GCSE qualification. This comprises of a written report following a practical investigation focused on how ingredients function within a food product. NEA 2 is worth 35% and is the Food Practical Assessment. NEA 2 requires students to respond to a set brief and produce 3 dishes, and accompaniments which they produce within a 3-hour period. This assessment takes place early in the spring term and has become a superb school showcase of the students work and skills! To complete the qualification students, sit a written examination in the summer term of year 11. This is worth 50% of their overall qualification.

Extra-curricular activities

Students are offered 121, small group and whole class catch up sessions to ensure all students have the opportunity to thrive.

Targeted intervention is also utilized to support progress, apprenticeship applications and revision.

A TEMPLE, Subject Leader for Design & Technology

For further details on this subject, please feel free to email us contactus@highamlaneschool.co.uk

 

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