Product Design
Head of Department
Technology
Technology
"Good design is a renaissance attitude that combines technology, cognitive science, human need, and beauty to produce something that the world didn't know it was missing."
Paola Antonelli - An Italian author and curator, known for her work at the Museum of Modern Art.
Technology Curriculum Intent
Our Technology curriculum at KSHS cultivates innovative problem-solvers, arming pupils with enduring skills for life. Drawing inspiration from the Greek concept of techne—encompassing art, craft, technique, and skill—we seamlessly blend traditional craftsmanship with cutting-edge technology.
We strive to nurture enthusiasm and aptitude in our Key Stage 3 learners, preparing them to confidently select Design and Technology, 3D Design, or Food and Nutrition GCSEs. Our curriculum acknowledges the rapid technological changes shaping our pupils' world, ambitiously paving the way for promising careers and meaningful engagement in family, community, and cultural spheres.
Through project based learning and knowledge-building experiences, pupils develop practical making skills, design thinking, and computing proficiency. This approach aligns with the government's emphasis on children's well-being, as evidenced by research highlighting the positive impact of creative activities on mental health and cognitive development.
Sustainability
Pupils learn to design with environmental consciousness, promoting responsible creation and aligning with current global initiatives.
User-centred Design
We emphasise crafting solutions that address genuine human needs, nurturing empathy and social awareness—key components of emotional intelligence and well-being.
Human Ingenuity
By appreciating technological innovations past and present, we cultivate a sense of wonder and possibility, inspiring future innovators.
Material Technologies
We take care with natural materials and produce, traditional tools and emerging technologies, bridging the past and future of making, and developing adaptable skill sets.
Food and Nutrition
Pupils gain a thorough understanding of healthy eating principles, food science, and nutrition's impact on well-being, supporting the national focus on reducing childhood obesity.
Well-being and Making
We recognise and promote the therapeutic and mental health benefits of creative activities, fostering a holistic approach to education that values emotional and physical health.
This mindful approach cultivates respect for materials and the making process. We equip our learners with the tools to produce and consume resources thoughtfully, instilling an understanding of the power and responsibility inherent in advancing design and technology.
Recent studies support our curriculum's effectiveness in developing critical thinking, problem-solving skills, and creativity—all crucial for success in the evolving job market and for overall well-being. By intertwining practical skills with a focus on sustainability and user-centred design, we prepare our pupils to tackle real-world challenges confidently and responsibly.
By progressing through this curriculum, learners will:
  • Develop practical skills in making and design
  • Gain computing skills relevant to modern design and technology
  • Cultivate design thinking approaches to problem-solving
  • Build an understanding of sustainability, energy, water and material consumption
  • Foster empathy and social awareness through user-centred design practices
  • Appreciate the history and future potential of technological innovations
  • Learn to use both traditional and emerging technologies
  • Understand their role in advancing design and technology through sustainability
Our learners will be prepared to contribute thoughtfully and skilfully to the fields of design and technology, with a strong foundation in both practical skills and STEM knowledge.
Food and Nutrition

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Food and Nutrition

This specification for the WJEC GCSE in Food and Nutrition is designed for teaching from 2016, with first awards in 2018. It equips learners with the knowledge, understanding and skills required to cook and apply principles of food science, nutrition and healthy eating.

Product Design, Make, Evaluate

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Product Design

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DT Contextual Framework

Design and technology (D&T) education is vital in contemporary education, preparing students to "live with technology, but to live without out." It teaches resourcefulness, creativity, and essential skills for success in the 21st century.

Forbes

Design Thinking: Your Next Competitive Advantage

Businesses deal with diverse and complex issues on a daily basis, but all of these issues all have two things in common: we need to understand them, and we should address them. Design thinking helps with both.

Growth Mindset through Design Thinking
We view design as a process, shifting the focus from mere appearances to discovering new opportunities that meet and exceed user expectations. This perspective fosters:
  • A solution-focused mindset
  • A philosophy of continuous improvement
  • Resilience in the face of challenges
  • Adaptability and openness to new ideas
By embracing design thinking, students develop not just technical skills, but also a way of approaching problems that promotes personal growth and well-being.
Our department empowers students to:
  • Identify and solve real-world problems
  • Develop critical thinking and analytical skills
  • Collaborate effectively in team settings
  • Communicate ideas through various media
  • Understand the ethical implications of design decisions
With an ambitious spirit, we prepare our students to be thoughtful, skilled, and adaptable makers ready to contribute positively to an ever-changing world.
Intent expanded

1

Design Thinking & Innovation
Students will learn to apply design thinking principles and foster innovation in their projects.

2

Materials science and safe making skills.
Students will explore various materials and manufacturing processes to create their designs.

3

Sustainability & Responsible Design
Learners will develop an understanding of sustainable design practices and ethical considerations.

4

Technical drawing and CAD modelling.
Learners will gain proficiency in technical drawing including orthographic and isometric. They are encouraged to keep sketchbooks or galleries of their process, while exploring CAD/CAM tools such as Tinkercad and Fusion360 to build their projects.

5

Historical Design Movements & Cultural Contexts
Students will study historical design movements and explore cultural contexts in their design projects.
Evidence-backed strategies for Teaching and Learning @KSDT
Strategies Linked to Learning Science
1
Cognitive Load Theory: Use scaffolding and dual coding to help students process information more effectively by combining visual and verbal cues. Break down complex tasks into manageable steps, gradually removing supports as students become more proficient.
2
Spaced Repetition: Regularly revisit key terminology and concepts. Display keywords and design elements prominently in the classroom to facilitate continuous review and retention.
3
Retrieval Practice: Implement frequent low-stakes quizzes and exit tickets to encourage retrieval practice. Use these assessments to inform responsive teaching strategies and address knowledge gaps promptly.
4
Metacognition: Embed reflective practices into lessons, encouraging students to think about their learning process, set goals, and evaluate their progress. Use structured reflection models to guide continuous improvement.
5
Active Learning: Facilitate pair and share activities, encouraging students to engage in dialogue, explain concepts to each other, and learn collaboratively. This approach fosters deeper understanding and retention through active engagement.
6
Self-Regulated Learning: Establish routines that promote self-regulation, helping students to plan, monitor, and assess their own learning. Morning check-ins can set a positive tone and help students focus on their daily learning goals.
2024/25 Weekly Learning Plan

Year 7

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Year 7

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Year 8

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Year 9

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Year 10

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Year 11

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Year 12

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Year 13

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Year 13

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Attributes of a World-Class Design and Technology Curriculum
Project-Based Learning
We engage students in project-based learning that involves designing, making, and evaluating products and systems addressing real-world problems. By mirroring industry practices, we deepen students' understanding of the design process and materials through hands on projects with wood, plastic, card and recycled materials.
Iterative Design Process
We emphasise and model the iterative nature of the design process, encouraging students to learn from testing, feedback, and refinement. This promotes resilience and adaptability through a mindset of continuous improvement.

02:03

YouTube

Design Is

Read The Way to Design @ https://thewaytodesign.com In recent years, design has become as indispensable to modern businesses as technology. Companies, especially startups, ignore it at their peril. At the same time, the very concept of design has evolved. In a world in which you can build anything, design can no longer be confined to the making of pretty surfaces and objects. Design is a process for seeking out the right problems to solve and how to solve them. And the burden now for designers and entrepreneurs is understanding whether something is worth building at all. The Way To Design (https://thewaytodesign.com) is the first guidebook to this new world and this new understanding of design. Based on interviews with scores of design thinkers and designers-turned-entrepreneurs, it sketches out the path to scale up from designer to designer founder. And drawing from his years as an IDEO product designer and his own experiences launching, running, and investing in startups, Foundation Capital general partner Steve Vassallo shares lived-in advice on how to create design-led organizations. Joe Gebbia, Airbnb's cofounder and chief product officer, calls The Way to Design, “the first practical and inspirational guide for designers who want to create positive change in the world.” Read The Way to Design @ https://thewaytodesign.com

Emerging Technologies
We consider and experiment with new and emerging technologies, such as 3D printing, AI, robotics and IoT. This ensures best practice by keeping our curriculum relevant to learners in a rapidly evolving technological landscape.
With safe web usage and critical thinking skills, learners explore careers, further education, and tutorials in the fast-growing technology, design and engineering sectors.

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YouTube

20 Emerging Technologies That Will Change The World

This video explores 20 emerging technologies and their future. Watch this next video about the 10 stages of AI: https://youtu.be/tFx_UNW9I1U. 🎁 5 Free ChatGPT Prompts To Become a Superhuman: https://bit.ly/3Oka9FM 🤖 AI for Business Leaders (Udacity Program): https://bit.ly/3Qjxkmu ☕ My Patreon: https://www.patreon.com/futurebusinesstech ➡️ Official Discord Server: https://discord.gg/R8cYEWpCzK ___ 💡 Future Business Tech explores the future of technology and the world. Examples of topics I cover include: • Artificial Intelligence & Robotics • Virtual and Augmented Reality • Brain-Computer Interfaces • Transhumanism • Genetic Engineering SUBSCRIBE: https://bit.ly/3geLDGO ___ Disclaimer: Some links in this description are affiliate links. As an Amazon Associate, I earn from qualifying purchases. ___ This video explores 20 emerging technologies and their future. Other related terms: ai, artificial intelligence, future business tech, future technology, future tech, future business technologies, future technologies, artificial general intelligence, artificial superintelligence, superintelligence, future city, radical life extension, crisp, quantum computer, neuralink, humanoid robot, generative ai, starlink, nanotechnology, smart cities, mixed reality, autonomous vehicles, blockchain, lab grown meat, smart home, fusion power, space tourism, artificial wombs, etc. #artificialintelligence #technology

World Economic Forum

5 of the most exciting emerging technologies

Here are the top 5 emerging technologies of 2024, from AI in scientific research to immersive tech in construction. Learn how these innovations are transforming our world.

Sustainability and Responsibility (6Rs)
We emphasise the importance of sustainability and care in design, and using materials and equipment thoughtfully. This inspires learners to create products, spaces and solutions that minimise environmental impact, reflect our school values, and foster social responsibility.

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YouTube

What is Sustainable Design?: Understanding Design

Sustainable design and development should meet the needs of people in the present without compromising the needs of future generations. According to serial entrepreneur John Elkington, organizations need to consider profit, people and the planet when thinking about new innovations. Join Prasad Boradkar, a professor emeritus of industrial design at Arizona State University, as he explains sustainable design and how designers should consider using renewable resources to meet these goals. In this video, you’ll learn about the entire lifecycle of products, from the initial materials to when it’s thrown back to the Earth. You’ll learn how designers strive to reduce resources, reuse products and recycle. They must consider the raw materials, manufacturing process, transportation of an object and the product life cycle, from conception to end of life. Sustainable design actions include using non-polluting materials, reducing energy consumption, reducing waste generated, minimizing transportation and designing for recyclability. About Understanding Design: Understanding Design is an educational series of online design courses about the fundamentals of design. The series delves into how great designers think and how the design process works with case studies of many iconic items. We interview professional designers from a range of disciplines about how they incorporate beauty, utility and sustainability into the design work they do. 🔔 Subscribe for more Understanding Design videos at http://www.youtube.com/asu for more episodes every Wednesday! About ASU: Recognized by U.S. News & World Report as the country’s most innovative school, Arizona State University is where students and faculty work with NASA to develop, advance and lead innovations in space exploration. ASU graduates more than 20,000 thinkers, innovators and master learners every year. Take a deeper look at how ASU is building the next generation of leaders at https://www.asu.edu/about. Connect with Arizona State University: Visit ASU's website: https://www.asu.edu/ Follow ASU on Facebook: https://www.facebook.com/arizonastateuniversity Follow ASU on Twitter: https://twitter.com/asu Follow ASU on Instagram: https://www.instagram.com/arizonastateuniversity Connect with ASU on LinkedIn: https://www.linkedin.com/company/arizona-state-university

Human-Centred Design
We prioritise the user or recipient of our designs by discovering the values of human-centred design; focusing on user needs, ergonomics and anthropometrics, along with safety, accessibility, and inclusivity. We model to learners that empathy is the cornerstone of design.
Real World Contexts
We cultivate essential collaboration and communication skills. Students tackle team projects, present ideas, and exchange constructive feedback, mirroring industry practices. This approach bridges classroom learning with real-world design and technology challenges.
Core Design Skills
We cultivate essential design thinking abilities:
  1. Interviewing: Extract user insights through targeted questioning and empathy mapping.
  1. Sketching: Rapidly visualise concepts using freehand techniques and digital tools.
  1. Mapping: Organise complex information visually using mind maps and journey diagrams.
  1. Evaluating: Critically analyse designs, applying structured assessment methods.
Bonds to Other Subjects
Enrich D&T by connecting it with other subjects such as food and nutrition, science, mathematics, and art. Cross-curricular projects to provide a holistic understanding of design's role across various fields.
Lesson Objective models

1

Foster questioning and boundary-pushing

2

Celebrate imaginative problem-solving

3

Develop analytical skills for idea refinement

4

Centre on user-focused design

5

Prioritise understanding user needs

6

Design for diverse abilities and needs

7

Emphasise practical engineering solutions

8

Apply material properties in design

9

Integrate environmental considerations

10

Design with sustainable energy sources

11

Encourage quick, low-cost iteration

12

Utilise additive manufacturing for creation

13

Explore digital creation tools

14

Use CAD for collaborative design development

15

Integrate coding in design and interaction

16

Explore technology in process streamlining

17

Promote teamwork and diverse perspectives

18

Embrace open-source innovation and community learning

19

Prioritise constant improvement

20

Master technical drawing and orthographic projection

21

Analyse existing products to inform design decisions

22

Apply ergonomic principles in product design

23

Understand and implement quality control measures

24

Develop skills in precision measurement and tolerancing

25

Explore smart and modern materials in design solutions

26

Implement design for manufacture and assembly (DFMA) principles

27

Understand and apply systems thinking in product design

28

Develop skills in reverse engineering and product disassembly

29

Integrate user interface and user experience (UI/UX) principles in design

30

Analysis and evaluate product description including ACCESSFM
Literature
Analysing Design and Technology as an educational construct; an investigation into its curriculum position and pedagogical identity. (2017, March 2). Www.bera.ac.uk. https://www.bera.ac.uk/blog/analysing-design-and-technology-as-an-educational-construct-an-investigation-into-its-curriculum-position-and-pedagogical-identity
Beaumont, H., & Steeg, T. (2017). Big Ideas for Design & Technology A Working Paper Big Ideas for Design & Technology. https://dandtfordandt.files.wordpress.com/2017/05/big-ideas1.pdf
Boeijen, V. (2020). DELFT DESIGN GUIDE (REVISED EDITION) : design strategies and methods. Bis Publishers B V.
Design thinking activities and tools - Enterprise Design Thinking. (2018). Ibm.com. https://www.ibm.com/design/thinking/page/toolkit
de Vries, M. J. (2023). Philosophical reflections on the nature of design & technology. In Design and technology-for the next generation (pp. 19-31).
Garreta-Domingo, M., Sloep, P. B., & Hernández-Leo, D. (2018). Human-centred design to empower “teachers as designers.” British Journal of Educational Technology, 49(6), 1113–1130. https://doi.org/10.1111/bjet.12682
Hardy, A. (Ed.). (2020). Learning to Teach Design and Technology in the Secondary School. Routledge.
Hennessey, E., & Mueller, J. (2020). Teaching and Learning Design Thinking (DT): : Canadian Journal of Education/Revue Canadienne de L’éducation, 43(2), 498–521. https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4033
Korthagen, F. (2016). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and Teaching, 23(4), 1–19. https://doi.org/10.1080/13540602.2016.1211523
McLain, M. (2017). Emerging perspectives on the demonstration as a signature pedagogy in design and technology education. International Journal of Technology and Design Education, 28(4), 985–1000. https://doi.org/10.1007/s10798-017-9425-0
McLain, M. (2020). Key Pedagogies in Design and Technology. In A. Hardy (Ed.), Learning to Teach Design and Technology in the Secondary School (pp. 208–235). Routledge.
Scott, D., & Lock, J. (2021). Teacher as designer : design thinking for educational change. Springer.
van Diggele, C., Burgess, A., & Mellis, C. (2020). Planning, preparing and structuring a small group teaching session. BMC Medical Education, 20(S2). https://doi.org/10.1186/s12909-020-02281-4
Yu Siang, T. (2009). What is Design Thinking? The Interaction Design Foundation. https://www.interaction-design.org/literature/topics/design-thinking
Big Ideas for Design and Technolo
gy.pdf
Modeling metacognition in design thinking and design making.pdf
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learning to teach design and technology in the secondary school.pdf

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Medium

How to: Never Stop Learning (Kiss Learning Styles Goodbye)

Let the hope of new discoveries, as well as the satisfaction and pleasure of known truths, animate your daily industry.

Learning through Kaizen
(Continuous Improvement)
Context-based Learning
Real-world contexts: Learners will engage in authentic design challenges, allowing them to see the tangible impact of their work.
Rosenshine:
Begin lessons with a short review of previous learning
Cultivate a Maker's Mindset
Inclusive Ideation: Foster an environment where all ideas are valued, encouraging open-ended and innovative thinking.
Rosenshine:
Ask a large number of questions and check for understanding
Inspirational Spaces: Facilitate learning environments that visually stimulate and support creative processes.
Literature:
Importance of play, nature and the learning environment in fostering focus and imagination.
Emphasise Design Iteration
Learning from Mistakes:
Reframe errors as valuable stepping stones in the design journey.
Rosenshine:
Provide models and worked examples
Prototype-Test-Refine: Learners will navigate the iterative cycle of creating prototypes, conducting tests, and iterating designs.
Rosenshine:
Guide student practice
Forge Industry Connections
Professional Insights: Organise talks by practising designers, makers and engineers to share real-world experiences and motivate learners.
Literature:
Importance of real-world connections in design education.
Experiential Learning: Organise visits to relevant sites, broadening learners' perspectives.
Rosenshine:
Obtain a high success rate
Leverage Innovative Tools
Collaborative Platforms:
Implement digital tools like Miro and Teams for brainstorming and curriculum mapping.
Rosenshine:
Provide scaffolds for difficult tasks
Team-based Learning: Promote collaborative projects to enhance peer learning and teamwork skills.
Rosenshine:
Engage students in weekly and monthly review
Highlight Design's Real-world Impact
Impactful Case Studies:
Showcase design projects that have successfully addressed societal challenges.
Literature:
Importance of social impact in design (case studies)
User-centric Feedback: Incorporate user testing to demonstrate design's influence on everyday life.

Rosenshine:
Check for student understanding
Integrate STEM Holistically
STEM Approach: Blend design with other disciplines to showcase its interdisciplinary nature.
Literacy:
Prioritise reading and writing as design research and communication.
Problem-based Scenarios:
Present complex, real-world problems requiring multifaceted design solutions.
Rosenshine:
Provide models and worked examples
Celebrate Design Excellence
Project Showcases: Provide platforms for students to exhibit their work.
Rosenshine:
Obtain a high success rate
Recognition Initiatives:
Establish awards and extracurricular activities to acknowledge creativity and innovation.
Evidence:
Importance of recognition in motivating students to improve.
Foster Growth through Feedback
Constructive Tutorials:
Provide regular, actionable, 1-1 feedback to support continuous improvement.
Rosenshine:
Guide student practice
Peer Evaluation: Facilitate peer review sessions, encouraging students to learn from and critique each other's work.
Rosenshine:
Provide scaffolds for difficult tasks, reviews of learning.
Embed Sustainable Design Principles
Digital Design Journals:
Encourage students to maintain PowerPoint journals of their design thinking and skills development.
Rosenshine:
Require and monitor independent practice.
Engage students in weekly and monthly review
Reflective Practice: Schedule regular sessions for students to contemplate their growth as designers.
Kaizen

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KS3 Design Process and Numeracy Mapping.pptx

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Design & Technology Curriculum Plan

Key Stages 3-5 (Years 7-13) Curriculum Vision Our Design & Technology curriculum aims to cultivate innovative problem-solvers by progressively developing technical expertise, design thinking, and understanding of technology's role in society. The curriculum weaves threads such as: Appreciation and application of traditional craftsmanship and emerging technologies. Design Thinking mindset and iterative, user-centred design Sustainability and responsible design KS4 Presentation KS3 Design and Technology Key Themes and Skill Progression KS3: Years 7-9 KS4: Years 10-11 A Level: Years 12-13 Design Thinking & Innovation • Introduction to iterative design process• Identifying and solving design problems• Developing basic design briefs and specifications• Exploring user needs and wants• Introduction to design strategies (e.g. biomimicry, user-centred design) Materials & Manufacturing • Properties of common materials: timber, metals, polymers, textiles, electronic components• Basic manufacturing processes: cutting, shaping, joining, finishing• Introduction to technical drawings and renders• Simple prototyping techniques Sustainability & Responsibility • Introduction to 6Rs: Reduce, Reuse, Recycle, Refuse, Repair, Rethink• Basic lifecycle analysis of products• Introduction to ethical design considerations Digital Design & Manufacture • Basic 2D CAD software (e.g. 2D Design)• Introduction to 3D modelling (e.g. Tinkercad)• Simple CAM operations (e.g. laser cutting) Historical & Cultural Contexts • Overview of key design movements• Understanding how culture influences design• Exploring iconic designs and their impact STEM Integration • Basic application of maths in design (e.g. measurement, geometry)• Simple scientific principles in material selection• Introduction to; material properties and mechanisms, forces and stresses, energy and electronics Checking for understanding Sequence of learning Year 7: Thinking like a designer Term Unit Knowledge Design, Make, Evaluate Activities Autumn Introduction to Design Process & Safety Design thinking mindset, pathways, workshop safety, tool use Design and make a Treat Dispenser Spring Materials Exploration Properties of materials (wood, plastic, textiles), sustainable choices Hands-on material testing and selection Spring Introduction to Technical Drawing Isometric sketching, 2D to 3D visualisation, basic CAD Basic CAD projects, isometric sketches Summer Historical Design Context: Arts & Crafts Movement The Vision of William Morris - Google Arts & Culture William Morris, origins of Arts & Crafts, craft and weaving techniques Local knowledge and cross-curricular links to the industrial revolution. William Morris Gallery, Walthamstow, London, United Kingdom - Google Arts & Culture Local design textiles heritage project - weaving, recycling and decorating of a hanging planter inspired by Lloyd Park and the William Morris Gallery. Year 8: Circuits and Systems in design Term Unit Knowledge Design, Make, Evaluate Activities Autumn Electronics & Energy Efficiency Basic circuits, components, energy-efficient design Night Light Project, introduction to renewable energy concepts Spring CAD/CAM Foundations 2D Design software, laser cutting Integrating CAD into the design process, laser cutting exercises Spring Mechanisms & Movement Simple machines, mechanical systems, linkages Pull along toy project. Summer Historical Design Context: Memphis Design Postmodern design principles, colour theory Memphis-inspired product redesign, emotional design Year 9: Iterative Design for well-being Term Unit Knowledge Design, Make, Evaluate Activities Autumn User-Centred Design Design thinking, user research, empathy mapping Desk Organiser Project, ergonomics, inclusive design Spring Advanced Manufacturing Techniques 3D printing, advanced joinery, digital fabrication Combining traditional and digital fabrication Spring Systems Thinking in Design Product lifecycles, circular economy, disassembly Sustainable redesign challenge Summer Historical Design Context: Bauhaus Form follows function, integration of art, craft, technology Bauhaus-inspired furniture design project Year 10: GCSE Foundations (First Year) Term Unit Knowledge Design, Make, Evaluate Activities Autumn Design for Sustainability Life cycle assessment, cradle-to-cradle design, Mechanisms, forces and stresses Upcycling and biomimicry projects Spring Advanced Materials Technology Smart materials, composites, material innovation Future materials research project Spring Digital Manufacturing & Industry 4.0 Advanced CAD/CAM techniques, parametric design Small batch production project Summer Design for Social Impact Inclusive design, global challenges Social innovation project Year 11: GCSE Completion (Second Year) Term Unit Knowledge Design, Make, Evaluate Activities Autumn Systems & Control Technology Programmable components, sensors, actuators Interactive product design project Spring Advanced Prototyping & Testing Rapid prototyping, user testing, iterative design Design for manufacturing considerations Spring Professional Practice in Design Presentation techniques, portfolio development Collaboration with industry partners Summer GCSE NEA (Non-Exam Assessment) Independent design & make project Focus on innovation and problem-solving Year 12: A-Level Foundations (First Year) Term Unit Knowledge Design, Make, Evaluate Activities Autumn Advanced Design Communication Professional sketching, 3D modelling, visualisation Virtual and augmented reality in design Spring Materials Science & Engineering Advanced material properties, material selection Experimental material development Spring Design for Manufacture & Assembly Mass production, tooling, jig design Quality control and tolerances Summer Sustainable Innovation Circular economy, renewable energy, biomaterials Green chemistry projects Year 13: A-Level Completion (Second Year) Term Unit Knowledge Design, Make, Evaluate Activities Autumn Emerging Technologies in Design AI, generative design, IoT, connected products Biotechnology and synthetic biology in design Spring Design Philosophy & Ethics Critical theory, responsible innovation Speculative and critical design projects Spring Global Design Challenges Developing contexts, humanitarian design Cross-cultural design considerations Summer A-Level NEA (Non-Exam Assessment) Independent design & make project Integration of advanced technologies and theories Year 7 Introduction to Design Process & Safety Design thinking mindset, pathways, workshop safety, tool use Human ingenuity: Tools and technology Year 7 Treat Dispenser - DME Project 1.pptx Responsible tool use passport Design and make a Treat Dispenser Year 8 Electronics & Energy Efficiency Circuits, components, energy-efficient design Night Light Project, introduction to renewable energy concepts Year 9 User-Centred Design Design thinking, user research, empathy mapping Desk Organiser Project, ergonomics, inclusive design Year 10 Design for Sustainability Life cycle assessment, cradle-to-cradle design Night light revisited (iterative design) Upcycling and biomimicry projects Planned obsolescence and hardware design. Textile manipulation project Toys that Teach project Year 11 Systems & Control Technology Educational Toys and Games Contextual Design Challenge (Coursework NEA): Interviewing, Concept Mapping, Product Analysis, Materials Selection, Wood joinery, CAD/CAM, Tolerances, User testing and Iterative design. Interactive product design project Coursework NEA Year 12 Visual Communication Sketching, 3D modelling, visualisation Design and build a speaker Coursework NEA Year 13 Emerging Technologies in Design AI, generative design, IoT, connected products Coursework NEA How units build Design and Technology skills Key Themes and Skill Progression KS3Years 7-9 KS4Year 10 and 11 GCSE KS5 A level Product Design "Thinking like a designer" Design Thinking & Innovation Introduction to core principles Application to contextual challenges Application of self-directed design thinking and modelling prototypes. "Making things work well" Materials & Manufacturing Material properties in timbers, boards, paper, plastics, metals, and ceramics. Technical skills in rendering, prototyping, and iteration. In-depth material properties, systems, and production. Technical making skills in joinery Advanced knowledge and techniques in timber and plastic stock forms suitable for bespoke production, laser cutting, and 3D printing. The 6Rs way Sustainability & Responsibility Introduction to 6 R's, material conservation. Focus on circular economy, waste, and social impact of 6R's Deep exploration and critical analysis Industrial Revolution 4.0 Generative Technologies CAD: Tinkercad, 2D Design CAD/CAM integration: Illustrator, Tinkercad, Fusion 360, Laser Cutting, 3D printing, Generative AI. Sophisticated use of CAD/CAM tools such as Illustrator, Fusion 360, Laser Cutting, 3D printing, Generative AI. Historical & Cultural Contexts Exploring key design movements. Applying sociocultural, economic, and personal insights. Critiquing design in global contexts with primary and secondary research. Bringing life to STEM All technology is born from design. Cross-curricular interventions and collaborations to draw students into an interdisciplinary approach to building skills and knowledge Applying sciences such as physics, chemistry, and biology, health, social sciences, the arts, engineering, and maths. Engineering design solutions drawing upon knowledge in specialist areas.

Project progression
ethos for the design and technology /
food and nutrition department
our need to eat and drink remain at the heart of our use of tools to develop technologies.
rice terraces serve as a department symbol representing the timeless bond and human necessity of food, nutrition, design and technology.
an ETHOS
Empowerment
We equip learners with skills, knowledge, and confidence to practice, persist and enjoy the process.
By fostering agency and leadership, we inspire ownership of learning and active participation.
Transformation
We cultivate creative thinking and idea generation.
Our adaptability and encouragement supports learners in continuous improvement and agile problem-solving.
Hospitality
We create an inclusive, welcoming environment where everyone feels taken care of.
This nurtures a supportive community for all learners to take risks and express themselves through making.
Optimism
We maintain a positive outlook to overcome challenges and seize opportunities. This drives motivation and perseverance, helping students reach their full potential.
Safety
We prioritise a secure learning environment, adhering to risk assessments and safety practices. This commitment ensures safe practices, care and responsibility.
More musings
an ETHOS helps us drive positive relationships among teachers, learners, and the community
Project Overview
1
At King Solomon High School
Learners in design and technology will engage in a variety of design and technology projects, each aimed at developing specific skills and understanding of materials, processes, and contexts.
2
Design Journals
Throughout these projects, students will maintain design journals via Powerpoint/Slides or Mural/Miro (Microsoft or Google) to record their progress, reflections, and evaluations, ensuring an accessible, engaging and sustainable path to understanding the design process.
3
Teacher-led adaptive teaching resources
Innovative, adaptable resources are provided where applicable. Our ethos approach and the world class attributes we aspire like PBL; cultivates positive learning outcomes.

1

In Years 11 to 13, learners focus on independent and grounded contextual challenges.
They complete their NEA (Non-Exam Assessment) sections as per lesson planning, either by revisiting one of the above projects to iterate and develop sophisticated new solutions, or by creating entirely new projects.

2

The emphasis is on developing advanced skills, in-depth analysis, and innovative thinking.

3

Students are encouraged to regularly update their design journals, documenting their progress, reflections, and evaluations.
This practice not only helps in maintaining a structured approach to their projects but also provides valuable insights for future projects and assessments.