Design Technology

In Design Technology our overarching aim is

To develop students who are creative thinkers and confident problem solvers.
They are keen to push the boundaries, try out new ideas, take a critical view and apply their skills in imaginative ways working across a range of materials.
Students are aware of the impact of the creative industries on the world, both as a force for change and where the impact is negative.

As part of our Catholic Social Teaching

Students are able to see the bigger picture, knowing, as creators and manufacturers, they are stewards, caring for God’s gift of the earth and creating a sustainable future for consumers and users of tomorrow.
Students look globally at the human implications of the food, design and manufacture industry, understanding that people have a right to decent and productive work conditions, fair wages and dignity and equality across the world for all.

By the end of KS3:

Students should be able to communicate their ideas graphically, digitally and in written form with increasing confidence, using professional techniques to enhance their skills and confidence. Students should be confident in 2D and 3D drawing as well as confident at rendering using technical and freehand techniques.

They should have had experience in the workshops to work with a range of materials, techniques and processes to realize their design ideas with increasing confidence, accuracy and skill.

They should develop their confidence and skills in the kitchen to prepare tasty, nutritious and healthy meals and the understanding of their impact on the body and the environment.

By the end of KS4:

3D Design

Students should explore a range of techniques and processes that enable them to grow within the subject, developing their passion and enthusiasm for 3D Design, relevant to their focus area of Timbers, Architecture and Set/Prop design.

Students should be able to investigate and respond to the work of others, create their own designs based upon their research, develop their ideas using manufacturing techniques relevant to the focus area and then produce their own meaningful response.

They should develop their analytical and critical thinking skills as designers throughout this process.

Food:

Students should develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials.

Students develop their practical cookery skills to that underpins their understanding of nutrition.

Students work across the 5 core topics of: Food nutrition and health, food science, food safety, food choice, food provenance

Key Stage 4 & 5 - 3D Design

Students complete a GCSE or A-Level in 3D Design. They will experiment with a range of materials and processes and build on a range of skills which will inform and inspire them to complete a personal investigation. This is worth 60% of their final grade and be presented as a design portfolio.

They will also complete a practical examination which is worth 40% of the course.

Their projects are tailored to their future pathways. Students can specialise in a range of disciplines from Architecture, Set Design, Furniture Design, Engineering, Automotive design and many more.

Throughout the two years students will focus on well regarded designers and cultural movements. They will appreciate the influences these have had on modern and contemporary materials, manufacture and design.

Extra Curricular

Enrichment Opportunities The DT department regularly runs craft activities for the St Peters Young Carers group.

The DT department regularly runs craft activities for the St Peters Young Carers group.
Staff often mentor Duke of Edinburgh students through their programme of skill development.
Mug Club runs in lunchtimes during the summer term where students can make mug cakes.
During breaktimes students are encouraged to use the DT facilities to work either on their own projects, or to boost their classwork projects.

Curriculum Overview by Year Group and Term

Term 1	Term 2	Term 3	Term 4	Term 5	Term 6
DT: Introduction to the workshop: CAD/CAM board rubber	DT: Elements of Design- Skill building	DT: Food Stall Project – research and design ideas	DT: Food Stall Project – Manufacture and presentation techniques	DT: Bottle Opener Machine tools and timber.	DT: CAD Keyring Vector manipulation- Keith Haring and Mr. Doodle

Term 1	Term 2	Term 3	Term 4	Term 5	Term 6
DT: Twisty keyring – polymer introduction and how to draw a twist	DT: Principles of Design – Skill building	DT: Launcher Game Project Design Ideas and graphics	DT: Launcher Game- Product Manufacture	DT: Bottle Opener Legacy Project	DT: Ergonomics and User Centered Design

Term 1	Term 2	Term 3	Term 4	Term 5	Term 6
DT: Biomorphic Design	DT: Biomorphic Design Chair Model	DT: Psychology of Design	DT: Architecture	DT: Timbers: Fridge magnet	DT: Pewter Casting

Term 1	Term 2	Term 3	Term 4	Term 5	Term 6
Skill development Architecture: Skill development and theory Timbers: Organic form Sculpture – practice piece. Set Design: Jorn Uzton	Skill development Architecture: Jorn Uzton Timbers: Organic form Sculpture -final piece Set Design: CAD/CAM film set model	Skill development Architecture: Sketchup and vernacular design. Timbers: Organic form Sculpture: supporting work and presenting Set Design: Film set: the twist	Personal Investigation: Research into existing products, designers and themes.	Personal Investigation: Responding to existing products designer and themes.	Personal Investigation Design ideas and development models.

Term 1	Term 2	Term 3	Term 4	Term 5	Term 6
Personal Investigation: Development and technical trials	Personal Investigation: Final piece.	Exam Preparation Research, personal responding to the brief, design ideas .	Exam Preparation: Development modelling and technical trials.	Practical Exam

Curriculum prepared June 2025

Exam Syllabus & RevisionInformation, support & resources
Intent
Our Design curriculum equips students with the skills and knowledge required to become creative, inquisitive, resilient and confident learners who are:
- Creative and innovative in their approach to design tasks,
- Confident and resilient designers who can solve problems and reflect upon progress,
- Increasingly literate in digital technologies relating to design,
- Aware of how to prepare food that supports a heathy lifestyle.
- Appreciative of culture and history, impacts on the environment and recent developments within the design and food industries.
Implementation
At KS3, students remain with a class teacher for the academic Year working on projects that cover material all material areas. Lessons are focused on skill development, with students acquiring the knowledge needed to embed and master these skills through expert teaching. Worked examples, modelling and live feedback are key features within the climate of DT at St Peters and the use of mini whiteboards supports skill development.

Students are taught the blue pencil technique as an editable technique when producing designs, and also whole arm drawing for confident lines.

At KS4, students have the opportunity to build upon these skills from KS3 in their chosen material area: Timbers/Sculpture, Architecture, Set Design/Prop design or food preparation and nutrition.

Students will explore a range of design influences from existing designers, products, design movements and concepts, identifying their key themes and features and producing their own work that reflects this learning which could be in the form of a model, a collage, a drawing or other such appropriate means. Students will produce design ideas, model and develop that idea and explore techniques and materials before realizing this into a final piece that should reflect all of their research, development and exploration.

Students work on a range of smaller projects before embarking on a large scale personal investigation where they have more control over the focus of their study. Preparation for the exam based on externally set briefs by AQA begins in January of Year 11, where students should be demonstrating their mastery of how to deploy all of the skills developed so far along the course by working autonomously.

In Food Preparation and Nutrition, students in Year 10 cover theory across the 5 core topics with practical activities and investigations to support the learning. Work is engaging and fast paced, giving students the requisite skills to undertake their NEA 1 – food science investigation an NEA2 – food preparation tasks autonomously in Year 11.
Impact
In Design Technology we measure impact through the use of:
- Continuous movement around classrooms – learners work is regularly looked at, reviewed and evaluated. Feedback is given in the moment with learners responding to conversations through exploring skills, possibilities and developments.
- Students use of key vocabulary in discussions and written work.
- Formative assessment is embedded in lessons through the use of mini white boards, low stakes quizzes, and interactive activities to continuously monitor understanding.
- Summative assessments are conducted as per the assessment calendar, consisting of written tests at KS3 that involve knowledge based answers and a skill based design question.
- Assessments at KS4 and 5 are based around coursework tasks, with grades being given that reflect their progress and current attainment through their NEA and exam preparation. Students are assessed in line with exam board gradings.

Design Technology