Design and Technology
Intent & Implementation
Our Curriculum Intent
Statement of Intent
Develop independent, creative and responsible problem solvers. Developing young people who:
- can be independent, reflective and proactive in making informed decisions and overcoming problems
- have a joined-up approach to learning which is relevant to all aspects of life within and beyond school
- are resilient in their approach to improving – learning from failure
- understand the needs of others and are responsible young people who make positive contributions to society
- have an awareness of sustainability and a consideration of this in their decision making
- have the skills to adapt to development in an ever-changing technological world
- have the understanding and confidence to live a safe, fulfilling and healthy life
- have knowledge and understanding of core material areas of D&T
- have the understanding of nutrition and the food preparation skills to feed themselves and others
- have a range of practical workshop skills and an understanding of health and safety
How our subject curriculum is sequenced and why we plan it this way:
Our curriculum centres around a creative process which encourages students to be reflective, positively critical and proactive in finding solutions to design problems. Developing and encouraging resilience through an iterative design process, learning to embrace failure as part of the learning process. Design and Make assignments provide excellent opportunities for students to apply value judgements of an aesthetic, economic, moral, social, and technical nature in their designing and to existing products and their applications, such as the needs of others and sustainability. Sustainability is of great importance as a design consideration and a continuous consideration as students develop products.
The main activity of Design and Technology involves investigative, analytical disassembly and evaluative activities related to products and their applications, with focused practical tasks to develop skills and understanding. Students use a range of communication skills, including verbal, graphical and modelling skills, to help their thinking and their ability to act in the process of designing. Teamwork is a strong focus in the teaching of Design and Technology.
How we connect the knowledge over the key stages (deliberate connections):
The learning of key skills within the processes of designing and making are consistent across all subject units in Key Stage 3, developing a range of iterative designing skills and manufacture techniques which can be applied to any situation.
Across Key Stage 3, students learn through investigation and solving design briefs and have the opportunity to work with a range of materials and ingredients while developing their products and dishes. Preparing young people for many areas of life as well as building a strong foundation for the GCSE courses.
GCSE core knowledge and understanding is developed alongside the Key Stage 3 National Curriculum.
How we make our subject knowledge stick:
Knowledge and understanding of curriculum elements are developed over time, revisiting skills and building on previous knowledge learned. End of topic tests and more frequent low stakes testing ensures that students retain learning.
How We Allow All Students to Succeed ( included SEND and disadvantaged )
How we allow all students to reach our ambitious subject end points:
The nature of design and technology is such that it should provide opportunities for students to engage in activities that are challenging, relevant and motivating. This should give students enjoyment, satisfaction and a sense of purpose, and enable them to feel they can play a constructive role in a technological society. Any design and technological activity should be a learning experience whereby the students' repertoire of knowledge, skills and understanding is extended and applied in increasingly more diverse and sophisticated ways.
We have high expectations of all students of D&T. Success criteria for all topics are shared with students at the beginning of each unit, and good practice and skills are modelled.
Students are encouraged to be reflective and self improve, using this information before feedback is given by teachers. Teacher feedback is in line with school policy and informs and encourages further progress and improvement.
Following unit assessments students are given the opportunity to further develop skills and knowledge which were not assessed as their strongest areas.
Inclusion in Design and Technology
Our Curriculum Overview
Curriculum Overview KS3 (Click here)
Engineering Curriculum Overview KS4 (Click here)
Construction Curriculum Overview KS4 (Click here)
Food preparation and Nutrition Curriculum Overview KS4 (Click here)
Health and Social Care Curriculum Overview KS4 ( Click here )
Our Curriculum Learning Pathway
KS3 and KS4 Subject Curriculum Pathway (PDF)
Our Curriculum
Key Stage 3 Design and Technology
Key Stage 4 GCSE Design and Technology
Key Stage 4 GCSE Food Preparation and Nutrition
Key Stage 4 BTEC Tech Award Health and Social Care
Key Stage 4 BTEC Tech Award Construction
Key Stage 4 BTEC Tech Award Engineering
Transition & Building on KS2 / KS3
CCC has worked closely with our primary partners during 2021/22. We have shared knowledge on the curriculum intents at key stage two and key stage three to enhance student transition and the sequencing of learning.
Key Stage 3
In Key Stage 3 we aim to develop key skills and fields of knowledge, namely materials and components, control and systems, which include mechanical, electronic, structures, quality, health and safety and healthy living. The knowledge used in Design and Technology is critical to the sound development of products and an understanding of a healthy and sustainable life in the ever-changing world around us.
All students study D&T throughout year 7, 8 & 9. The curriculum is designed alongside the national curriculum and the specific needs of our students. The curriculum is designed to give all students the same experience and opportunities, moving between material areas to allow students to gain the benefit of specialist equipment.
KS3 D&T gives a strong foundation for the D&T GCSEs if students opt for them. For students who do not continue with a D&T subject in KS4, they will have gained a range of useful skills that will help them in further education in other subjects, as well as in living a healthy and fulfilling life.
Key Stage 4
Study of the GCSE and BTEC content begins in Year 10. Students have the opportunity to opt for one or more of the D&T based qualifications. Options for GCSEs are in Food Preparation & Nutrition and Design & Technology, and students can also opt to study for BTEC Tech Awards in Construction, Engineering and Health & Social Care
What Examination Course(s) do we follow?
The links below take you Exam board page for each qualification offered in the CCC D&T department:
Edexcel Design and Technology GCSE
AQA Food Preparation and Nutrition GCSE
Edexcel BTEC Tech Award Health and Social Care
Edexcel BTEC Tech Award Engineering
Edexcel BTEC Tech Award Construction
Curriculum Impact- How we measure attainment and progress:
In Design and Technology curriculum areas, assessment happens in many ways. Work is marked in-line with our marking policy and each topic has a structured, formal assessment against consistent criteria. Assessment criteria are age appropriate and topic specific and linked to the curriculum intent, these are shared with students to ensure clear expectations.
Assessment of all years groups is moderated between teachers to ensure consistency in approach.
Assessment in D&T is structured and diagnostic. Assessment not only informs QA of learning & teaching across the curriculum area, but also informs the next step of learning for each individual student. At the end of each topic is an opportunity for teachers to plan reflective learning lessons based on the outcome of the topic assessment, with the aim to close any gaps in understanding and misconceptions.
Details of the assessment focuses for each unit are detailed in the subject curriculum plan.
How do we enrich our subject outside the classroom?
Design and Technology enrichment opportunities include:
- Young Engineers - the opportunity to take part in various challenges and competitions such as GreenPower Car
- Young Chefs
Useful Websites
https://www.bbc.co.uk/bitesize/subjects/zvg4d2p