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Design & Technology


Learning Journey & Sequencing Rationale

Design and Technology is both a practical and academic subject. It provides our young people with the opportunity to actively respond to class based projects with creativity and rationality. Design and Technology teaches our children how to make important design decisions and how to become more resourceful, innovative, enterprising and capable. Our learners also develop a critical understanding of the impact of design and technology in daily life and the wider world. Design and Technology delivers excellent opportunities for our learners to develop and apply judgements in relation to; aesthetics, economic, moral, social, and of a technological nature in both their own designing and when evaluating the work of others.ion content.


There are 6 units covered across the 3 years of Key stage 3, two units in each year as part of a rotation of 7-8 weeks with 3 other subject areas from the school curriculum. Each unit has a practical task to complete either a model or a final prototype.  Year 7s have the opportunity to make a product for themselves to take home.  At the end of each unit learners will complete an assessment test which comprises of a knowledge multiple choice test and a written test, where their knowledge and understanding is secured. 

In Year 7 Design and Technology begins with Problem Solving.  This unit gives the learners an understanding of how a design problem is solved. It demonstrates the use of the iterative design process to develop design ideas from conception to the final product. The second unit, Mechanical systems and movement gives learners an incite to how products work in their everyday lives. They also have an understanding that there is a link between science and mathematics in design and technology. Both units introduce learners to the workshop where they are able to use some of the tools and equipment for the first time. They are also taught the importance of following the health and safety process at this stage.

As the learners move up into Year 8 the focus is on sketching, modelling and iterative design. Learners learn basic drawing skills which enable them sketch ideas from “2D drawings to 3D models. Learners generate a range of ideas through sketching modelling, testing and evaluating.

In Year 9 the focus is improving their designing skills by generating ideas inspired by nature. The first unit ‘Functionality and Aesthetics’ aims to show learners the link between function and form. The second unit in Year 9, ‘Making a prototype’ is a continuation of the first unit. Learners make design choices and create a list of instructions to  make final prototype using sustainable materials.



Unit overview - Functionality and Aesthetics

Subject:  Functionality and Aesthetics



Speaking and listing : Reading and writing

Writing an Evaluation.

Designing and modelling

Drawing and sketching:

Making design choices: Using tools and equipment for modelling.

Being able to generate design ideas inspired by organic form.


Forms and function.

What makes a product aesthetically pleasing?

Describe the different structures found in nature and how they function.

Recognise and understand the meaning of the term Biomimicry ‘To copy nature’.

Know the difference between organic and geometric shapes found in nature.

Use the term organic architecture, in context.

Recognise where and how architectural examples have been inspired by organic forms.

Generate their own design ideas inspired by organic forms

Demonstrate an ability to corporate natural forms into design concepts.

Use simple tools and materials to produce models that convey a design concept.


By undertaking this unit of study learners will be able to present ideas and evaluate with confidence. Will appreciate the world around them and understand how architecture has evolved and where design concepts have been derived.  Learners will have a good understanding of how natural systems could be used to help prevent flooding in cities. They will learn to appreciate the circular economy system, which helps with the reduction of waste leading to zero waste.

Unit overview - Making a Prototype

Subject: Function and Aesthetics: Making a prototype:



Speaking and listing : Reading and writing

Writing an Evaluation.

Follow a list of instructions

Design and make

Making design choices

Able to choose appropriate materials for making a working prototype.

Able to follow the design process.

Evaluate all the stages of making.


Know the source of materials for producing natural and manufactured timbers.

Be able to recognise and characterise different types of natural manufactured timbers

Be able to use tools and equipment for making a prototype.

Follow a list of instructions for making a prototype

Make design choices, evaluate and improve when and where necessary.

Know the importance of the 6Rs and use when making their design decision


Learners will appreciate  why designers make design choices when choosing materials Know how products are produced before reaching the market place.   Will appreciate the relevance of the 6Rs in the wider world.

Learners will have a greater understanding of the basic objectives of sustainability and consider these objectives when planning for their designs now and in the real world.

knowledge Organiser

A knowledge organiser is an important document that lists the important facts that learners should know by the end of a unit of work. It is important that learners can recall these facts easily, so that when they are answering challenging questions in their assessments and GCSE and A-Level exams, they are not wasting precious time in exams focusing on remembering simple facts, but making complex arguments, and calculations.

We encourage all pupils to use them by doing the following:

  • Quiz themselves at home, using the read, write, cover, check method.
  • Practise spelling key vocabulary
  • Further researching people, events and processes most relevant to the unit.