Design and Technology (D&T) is an inspiring, rigorous and practical subject which prepares all young people to live and work in the designed and made world. Cultural capital is explored across the key stages through appreciation of the work of others locally, nationally and internationally. Each scheme of work connects to real contextual challenges focused on people, communities or businesses.
D&T builds on knowledge and skills from primary school. Baseline testing and transition work mean staff are well informed of pupils’ starting points as they commence KS3. Pupils are encouraged to enter lessons with a creative, independent mindset and to take ownership of their learning. We actively promote wider opportunities in D&T, celebrating women in engineering and men in hospitality.
The DT curriculum is collaboratively and coherently planned and sequenced across Years 7–11 to ensure pupils build on all aspects of prior learning and are stretched regardless of starting point. As pupils progress through Key Stage 3, they rotate through product design and food technology (with exposure to systems and control/electronics, textiles and graphics). Knowledge is deliberately sequenced so it transfers into practical skill in the workshop and kitchen. A growth-mindset culture empowers pupils to learn from mistakes and iterate their ideas.
All teachers are aware of disadvantaged pupils and those with SEND via department tracking and class lists. We remove obstacles to learning and believe in ‘success for all’. Close tracking, adaptive teaching and timely intervention ensure all pupils’ progress is reviewed and supported.
Implementation
Time allocation & structure (KS3): 2 × 1-hour lessons across a two-week timetable. Pupils rotate across two specialist environments, Food & Nutrition and Product — to experience a breadth of knowledge and skills (see Appendix: KS3 Curriculum).
Curriculum mapping: Schemes of learning are based on the National Curriculum and related Eduqas GCSE specifications. KS4 expectations are signposted from Year 7 to instill academic rigour and challenge.
Specialist teaching & literacy: In Years 7–9, learning is delivered by specialist, well-qualified teachers. Tier 2 and tier 3 academic language is used consistently; pupils apply it verbally and in extended written work (e.g., evaluations). Knowledge organisers reinforce vocabulary and retrieval.
Authentic contexts: Practical learning is central. Tasks serve identified needs, solve problems and must function. Learning activities reflect the world of work, community and society, environmental sustainability and how technologies address or affect these contexts. Pupils research, make, share, justify and discuss value judgements about design decisions.
Digital & technical skills: Pupils use CAD/CAM (e.g., Tinkercad, TechSoft 2D Design, 3D printing, laser cutting) and carry out scientific food investigations to link theory with application.
Extra-curricular & careers: Clubs, competitions and enrichment refine interests in food, engineering and GCSE coursework. We maintain strong primary links (Year 6 transition) and work closely with careers staff to promote local pathways into FE and apprenticeships.
KS4 pathways & delivery: Pupils opt for Eduqas GCSE Design Technology, Eduqas GCSE Food Preparation & Nutrition, or WJEC Level 1/2 Hospitality and Catering. Courses typically run 5 hours/fortnight in Year 10 and 5 hours/fortnight in Year 11. Assessment includes baseline diagnosis, mastery of knowledge/design/making/evaluation, regular tracking and intervention. Pupils are expected to meet high standards from their individual starting points.
Assessment
- Baseline assessment of all Year 7 informs planning and targets.
- Mastery evidenced through: knowledge & understanding; designing; making; evaluation and informed opinions.
- Varied strategies (practical milestones, design booklets, quizzes, peer/self-assessment, NEA checkpoints) recognise achievement and shape teaching.
- Tracking/moderation secure consistency and incremental progress across KS3–KS4.
Impact
We measure impact through:
- Formative feedback, book scrutiny, peer assessment
- KS3 assessment checkpoints (design booklet, practical outcomes)
- KS4 NEA project tracking and mock exams
- Pupil voice and engagement in extracurricular clubs
- Progression into careers, apprenticeships and creative industries
By the end of KS3, learners have the core skills and knowledge to access any of the KS4 options with confidence.
By the end of KS4, students have completed NEA portfolios and summative exams showing high levels of design thinking, creativity, problem-solving and technical understanding, preparing them for future success.
5-Year Curriculum Plan (KS3 & KS4 Overview)
Design Technology
- This plan is fully in line with your academic curriculum structure and the Eduqas DT Specifications.
- Each stage builds on prior knowledge and matches the intent of promoting creative independence and real-world application.
- Covers Product Design and Food Technology in a rotational model for Years 7–9, transitioning to specialist depth in Year 10–11.
- The KS3 rotations and progressive challenge address the curriculum’s emphasis on equity, inclusion, and incremental skill-building.
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Yr 7 | Introduction to DT + Product Design Skills Health & Safety, Workshop Rules, Basic Tools | Polymers: Desk tidy/Pen Pot Design ideas, Iterative design, Shaping and finishing | Food Technology 1 Food hygiene, Kitchen safety, Eatwell Guide | Food Practical Skills Fruit salad, knife skills, making basic dishes | Cross-Curricular Mini Project Incorporating graphics and 2D CAD tools | Evaluation + Baseline Reteach Assess & reflect on skills; re-embed practical |
| Yr 8 | Mechanisms/Linkages Puppet design project with CAMs | Product Development + CAD Card models, exploded drawings, 2D Design | Food Technology 2 Macronutrients, Hob/cooker safety | Pasta/Rice Challenge Practical food design challenge | Eco Design & Packaging Sustainability, upcycling project | Graphics mini challenge Adobe Illustrator / Canva skills |
| Yr 9 | Biomimicry Design Challenge Inspiration from nature, Design problems | Lamp Project: Iterative CAD Use of Tinkercad/Onshape, prototyping | Food Science & Nutrition Life stages, Gelatinisation, Aeration | Advanced Food Practical Recipe adaptations, challenge task | Client-based Product Design Brief Working to a target user profile | AO1: User Research + NEA Prep Intro to contextual challenges |
| Yr 10 | GCSE Core Technical Principles Timbers, Polymers, Metals, Smart Materials | Practice NEA Task Iterative design + CAD prototyping | User Needs & ACCESSFM Anthropometrics, Ergonomics | Material Testing & Development Making mock-ups/prototypes | Mini NEA Investigation Task Contextual Research + Planning | Exam Practice & Theory Recap Focused revision on topics learned |
| Yr 11 | GCSE NEA (50%) Contextual Challenge – AO1 Research + AO2 Initial Ideas | Development of NEA AO2 Modelling, Prototyping, Iteration | NEA Final Prototyping AO3 Testing & AO4 Evaluations | Exam Preparation: Technical Principles Past paper practice + knowledge revision | Exam Preparation (continued) Mock Exams & Core Theory | Final Revision & GCSE Exams Final targeted interventions |
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Year 10 (Hospitality & Catering) | Introduction to the Hospitality Industry Job roles, establishment types, catering services (LO1) | Kitchen operations & food safety Front vs back of house, workflow, food poisoning (LO2) | Environmental, hygiene and legal responsibilities Cleaning rotas, COSHH, kitchen design, equipment use (LO3) | Start Controlled Assessment (NEA1) Task research and planning – 8–10 hours | Continue NEA1 Practical & Evaluation Knife skills, time planning, written evaluation | Mini Catering Event Challenge Team prep for an end-of-year practical catering scenario |
| Year 11 (Food Prep & Nutrition) | NEA1 (Food Science Investigation) Plan, test and evaluate outcomes of an investigation (15%) | NEA2 Initial Research & Brief Investigating target group, ideas generation (35%) | NEA2 Development + Mock Practical Practical trials, 3-hour timed mock, planning | NEA2 Final Practical & Write-Up Making session, written evaluation and photos | Written Paper Preparation Nutrition, food science, environmental & food provenance | Final GCSE Exam Revision, catch-up and exam paper sat in June |
Appendix: KS3 Curriculum Detail
Year 7 Design Technology
Product Design: researching product ideas; design ideas & development; H&S; shaping and forming materials; smart materials; practical completion & testing; evaluating outcomes; researching materials.
Food Technology: intro to food prep and cooking; food hygiene; safe equipment handling; healthy eating; food characteristics; science investigations; teamwork; testing/evaluating.
Year 8 Design Technology
Product Design: systems (input/process/output); programming; manufacturing processes; sustainability; product investigations.
Food Technology: nutrition; energy balance; safe use of hob/specialist equipment; carbohydrates focus; pasta/rice/bread challenges; starch-based foods and preparation.
Year 9 Design Technology
Product Design: biomimicry; design constraints; CAD modelling & templating; prototype manufacture with hand tools/machines; product testing; evaluation and feedback.
Food Technology: life stages & dietary impact; gelatinisation; cooking a variety of dishes with safety & dietary needs; techniques including aeration and shortening; team challenges.
Appendix: KS4 Course Offer
| KS4 Course | Exam Board | Outline | Award |
| Design Technology | Eduqas | 50% Exam / 50% NEA. Emphasis on iterative design, commercial processes and user-centred prototypes that address real problems. | GCSE |
| Food Preparation & Nutrition | Eduqas | Practical skills; functional properties & food science; nutrition & health; provenance; socio-cultural & environmental influences; NEA + exam. | GCSE |
| Hospitality & Catering | WJEC L1/2 | Industry roles; operations; food safety; environmental & legal responsibilities; synoptic assessment and practical tasks. |
