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Design and Technology

It is the Department’s aim to provide a very safe, friendly, happy working environment, where every student can achieve his/her full potential. Design and Technology equips students with ‘real life’ skills and knowledge, which will enable them to contribute to an increasingly technological society.

At KS3 there are 4 specialist areas: Food, Textiles, Graphics and Resistant Materials.
Students are assessed for skills shown in communicating their design ideas and the quality of the products they manufacture. They cover five project strands of Research, Design ideas, planning of Making, Making and Evaluation. Pupils work to set design briefs and also carry out focussed practical tasks and learn a wide range of technical and creative skills

At KS4, students build on the skills they have developed and can opt to study one of the following specialist subject areas: GCSE in Design and Technology or a Vocational award Level 1/2 in Hospitality and Catering



Design & Technology

KS3 Curriculum

Key stage 3 students will study Resistant Materials, Textiles and Food within the Design and Technology department. Students are taught in mixed ability groups, mixed gender.


We use a range of assessment strategies to mark, assess, feedback and track our students:

  • STICKERS – After each rotation students get a sticker stating their Designing and Making levels. These are collected and allow each student to track their progress across all subject areas.
  • MARKING -  folder work/practical is marked every two weeks and moderated every month at DMT
  • TRACKING SHEET – we have a tracking sheet set up on SIMS specifically for our department to track the progress of students across each subject area.  It also assesses QWC and IL (Independent Learning aka homework). 
  • PROGRAMMES OF STUDY TRACKING SHEETS on SIMS linked to the national curriculum are used in Key Stage three.

Assessment for Learning

Students are required to peer and self-assess their work in every TVA lesson.  They use green pens to do this and it can be tracked through their folder work.

Often we use post-it notes to give feedback and display them near or next to the level climbers we have on display.  

We are aiming to implement a no-hands policy in DT and use techniques like randomisers and lolly sticks whilst still planning appropriate questions for each child’s ability.  We aim to use a range of questioning techniques within all of our lessons, structuring our questions through Blooms Taxonomy.


Year 7 Resistant Materials

In Resistant Materials, we aim to explore as many materials and manufacturing processes as possible, whilst holding design and creativity central to all learning. In year 7, students undertake a desk tidy project.

Students work with acrylic, mdf and wood and use processes such as line bending and drilling to create their products. Their work is then assessed using a range of criteria based on their design and making skills.

Desk Tidy


Year 7 Food Technology


Students are introduced to the subject with two lessons per week looking at Basic Food Skills. This includes Food Hygiene and Safety as well as introduction to basic tools and equipment. The course follows a theme of learning new skills in order to prepare foods that are interesting and delicious. Practical lessons vary between weekly and every two weeks depending on the planning and preparations needed for students to fully understand a topic. Food items produced in this lesson includes: Healthy Milkshakes, Pasta and Sauces, Pizza and Cookies.

Year 7 food technology


Year 7 Textiles Technology


Students are introduced to the basic textiles skills needed to complete a design and make project and learn the basic equipment used in textiles as well as safety measures to follow in the workshop. Students are informed of the different ways to add colour and design to fabrics in order to design and make face mask that can be used by a child to be worn to a party for children or for a costume show while showing creativity and flare.


Year 8 Textiles



Year 8 Resistant Materials

In year 8 we introduce students to 2D design, which is a CAD (computer aided design) piece of software. Students are encouraged to develop their CAD skills at a young age, as these skills give students the ability to explore more creative ideas and open up pathways to otherwise unavailable manufacturing possibilities., are lucky enough to have a laser cutter in the department and through this Photo frame and door name project, students learn how to set their work up and use the machinery available to them.

Here are some examples of Year 8 work:



Year 8 Food Technology


Students are introduced to the idea of designing new foods. They learn about function of ingredients and food presentation as well as reiterate food hygiene and safety in the kitchen. Practical lessons are bi-weekly. Students will work on a diner style menu which includes shepherds pie, beef patties, sticky toffee pudding and fruit crumble.



Year 8 Textiles Technology


In year 8 students will design and produce a 2 layer repeat print based on Celtic designs. 
Students will learn about Celtic designs, the tie-dye process, the different types of repeated designs and how to create a reduction print block, and will create their own printed textile.



Year 9 Resistant Materials

In year 9, we expect students to be able to combine a range of traditional manufacturing skills with new CAD / CAM processes. Using a range of manufacturing processes, students are challenged to design, package and market a bottle opener and are given a choice of client to design for, be it children, teenagers or adults.

 Bottle Opener and packaging


Year 9 Food Technology


In year 9 we will be concentrating on cafe food and treats.

The dishes we will be working on are omelettes, quiche, waffles, pineapple upside down cake and crumble pie.




Year 9 Textiles Technology


In year 9 students will design and produce a collaged and hand embroidered window hanging. Students will learn about Zentangle and Mandala designs, will  make their own collaged textile, and will embroider it with a range of stitches and colours based on their designs. 




GCSE in Design and Technology


This is a two year course that builds on all the knowledge of design and technology in all of the areas you gained from year 7-9. There is a making project that you start at the end of year 10 based on a context set by the exam board. This will include a portfolio of work.  The making project and portfolio is worth 50% of the GCSE.

This qualification is linear. Linear means that students will sit all their exams and submit all their non-exam assessment at the end of the course.

 Subject content

1. Core technical principles

2. Specialist technical principles

 3.  Designing and making principles 


Paper 1  : 

What's assessed • Core technical principles • Specialist technical principles • Designing and making principles In addition: • at least 15% of the exam will assess maths • at least 10% of the exam will assess science.

How it's assessed • Written exam: 2 hours • 100 marks • 50% of GCSE Questions 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.

 Non-exam assessment (NEA) What's assessed Practical application of: • Core technical principles • Specialist technical principles • Designing and making principles How it's assessed • Non-exam assessment (NEA): 30–35 hours approx • 100 marks • 50% of GCSE Task(s) • Substantial design and make task • Assessment criteria: • Identifying and investigating design possibilities • Producing a design brief and specification • Generating design ideas • Developing design ideas • Realising design ideas • Analysing & evaluating • In the spirit of the iterative design process, the above should be awarded holistically where they take place and not in a linear manner • 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


WJEC Level 1/2 Vocational Award in Hospitality and Catering


The hospitality and catering sector includes all businesses that provide food, beverages, and/or accommodation services. This includes restaurants, hotels, pubs and bars. It also includes airlines, tourist attractions, hospitals and sports venues; businesses where hospitality and catering is not their primary service but is increasingly important to their success.

Who is this qualification for?

The WJEC Level 1/2 Vocational Award in Hospitality and Catering has been designed to support learners in schools and colleges who want to learn about this vocational sector and the potential it can offer them for their careers or further study. It is most suitable as a foundation for further study. This further study would provide learners with the opportunity to develop a range of specialist and general skills that would support their progression to employment. Employment in hospitality and catering can range from waiting staff, receptionists and catering assistants to chefs, hotel and bar managers and food technologists in food manufacturing. All of these roles require further education and training either through apprenticeships or further and higher education.

What will the learner study as part of this qualification?

The WJEC Level 1/2 Vocational Award in Hospitality and Catering is made up of two mandatory units:

  • Unit 1 The Hospitality and Catering Industry
  • Unit 2 Hospitality and Catering in Action

Learners must complete both units.

This structure has been designed to develop in learners the knowledge and understanding related to a range of hospitality and catering providers; how they operate and what they have to take into account to be successful. There is the opportunity to learn about issues related to nutrition and food safety and how they affect successful hospitality and catering operations. In this qualification, learners will also have the opportunity to develop some food preparation and cooking skills as well as transferable skills of problem solving, organisation and time management, planning and communication.

Through the two units, learners will gain an overview of the hospitality and catering industry and the type of job roles that may be available to assist them in making choices about progression. Successful completion of this qualification could support entry to qualifications that develop specific skills for work in hospitality and catering such as:

  • Level 1 Certificate in Introduction to Professional Food and Beverage Service Skills
  • Level 2 Certificate in Professional Food and Beverage Service Skills
  • Level 1 or Level 2 NVQ Diploma in Professional Cookery


From September 2020 we are offering The WJEC Level 1/2 Vocational Award in Hospitality and Catering and GCSE Design and Technology.  Details are in the key stage 4 overview.


A Level not currently offered.