SUCCESS FOR ALL

Most people make the mistake of thinking design is what it looks like. People think it’s this veneer – that the designers are handed this box and told, “Make it look good!” That’s not what we think design is. It’s not just what it looks like and feels like. Design is how it works.

 

Steve Jobs

 

 

Curriculum Overview

The Design Technology curriculum equips pupils with the creative, technical and practical expertise needed to participate confidently in an increasingly designed and technological world. Pupils learn to solve real and relevant problems by designing, making and evaluating products for themselves and others. The curriculum is ambitious, inclusive and carefully sequenced to develop strong practical skills, design thinking and technical knowledge from Key Stage 3 through to Key Stage 4.

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Curriculum Intent

The intent of the Design Technology curriculum is to ensure that pupils:

· Develop creative problem-solving skills, responding effectively to design briefs.

· Gain practical competence in a range of materials, tools and processes, including textiles, woods and graphic materials.

· Understand and apply the iterative design process: research, design, make, test and evaluate.

· Learn to work safely and responsibly in workshop environments.

· Develop knowledge of materials, components and manufacturing processes and their suitability for purpose.

· Understand the impact of design and technology on everyday life and the wider world.

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The curriculum prepares pupils for GCSE Design Technology and related creative and technical pathways, while developing transferable skills such as resilience, independence and critical thinking.

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Curriculum Design and Sequencing

The Design Technology curriculum is carefully structured to build knowledge and skills progressively across key stages.

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Key Stage 3 Progression

· In Year 7, pupils are introduced to textiles through a weaving project. They learn how to create and manipulate woven materials, understand the importance of textiles in everyday life, and develop foundational skills in hand sewing, appliqué and machine sewing. Pupils are also introduced to evaluating their own designs.

· In Year 8, pupils apply their learning through a pull-along toy project, where they explore how to respond to a design brief. They develop skills in modelling, material selection, and safe use of tools and machinery, while analysing existing products to inform their own designs.

· In Year 9, pupils undertake a merchandise graphic design project, developing understanding of colour, typography, composition and branding. They experiment with a range of graphic techniques and explore the role of graphic design in everyday life, building analytical and evaluative skills.

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Key Stage 4 Progression

· In Year 10, pupils deepen their understanding of graphic design through structured coursework units. They research and analyse existing products and designers, generate and develop ideas through experimentation, and produce personal design responses aligned with assessment objectives.

· In Year 11, pupils complete externally set tasks and exam preparation, applying their accumulated knowledge and skills to respond independently to a design brief. They explore paper engineering and themed assignments before completing coursework and external assessment.

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This sequencing ensures pupils move from guided skill development to increasingly independent and complex design challenges.

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Curriculum Implementation

The Design Technology curriculum is implemented through:

· Project-based learning rooted in real-world design briefs.

· Explicit teaching of technical skills, materials knowledge and safe working practices.

· Regular opportunities for designing, making and evaluating products.

· Structured exposure to professional designers and existing products to develop critical understanding.

· Ongoing formative assessment, including feedback on practical work and design development.

· Summative assessment aligned with GCSE assessment objectives, including coursework and external examination.

 

Teaching is adapted to support all pupils, with appropriate scaffolding and challenge to ensure strong progress.

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Curriculum Impact

The impact of the Design Technology curriculum is demonstrated through:

· Pupils producing high-quality, functional and creative design outcomes.

· Secure development of practical skills and technical understanding.

· Increasing independence in responding to design briefs and managing the design process.

· Strong preparation for GCSE Design Technology and further study in creative and technical subjects.

· Pupils developing confidence, resilience and problem-solving skills transferable to future learning and employment.

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Accessibility and Inclusion

The Design Technology curriculum is designed to be inclusive and accessible:

· Skills and processes are broken down into clear, manageable steps.

· Visual modelling and exemplars support understanding.

· Practical tasks are adapted to meet individual needs and abilities.

· Opportunities for creativity and choice allow pupils to work from their strengths.

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Through this inclusive approach, all pupils are enabled to succeed and make meaningful progress in Design Technology.

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Curriculum Map