Curriculum

Design & Technology

Key stage 3

Intent

The Design & Technology curriculum aims to develop creative, independent and technically capable learners who can solve real-world problems with confidence. At both KS3 and KS4, pupils are taught to think like designers, engineers and makers, developing practical competence alongside transferable skills such as resilience, collaboration and critical thinking. 

Across Food, Textiles, Construction and Product Design, pupils learn how products are designed, developed and refined. They explore materials, processes, sustainability and user needs, giving them a secure foundation for further study or practical careers. 

Our curriculum intent is to ensure pupils: 

  • Gain a strong understanding of design principles, technical knowledge and practical skills. 

  • Experience a wide range of materials, tools and equipment, including traditional hand tools, digital technologies and workshop machinery. 

  • Learn how to work safely and act responsibly in practical environments. 

  • Develop problem-solving approaches by responding to design challenges and iterative tasks. 

  • Understand the role of D&T in modern society, including environmental responsibility, emerging technologies and industry practice. 

  • Build confidence and independence, preparing them for pathways into vocational qualifications, apprenticeships or A-level/BTEC routes.

Implementation

The D&T curriculum is delivered through a structured, sequenced programme that builds knowledge and skills year by year. 

KS3 Implementation 

  • Pupils study a rotation of Food, Product Design and Construction, giving them a broad foundation. 

  • Lessons follow a consistent structure: Do Now (often a knowledge recall), demonstration, practical learning, and evaluation/tolerance check. 

  • Theory is embedded within practical tasks to improve retention, including safety, materials knowledge, sustainability and industry links. 

  • Projects include mixed-material designs, introduction to tools and machinery, iterative design tasks and skill-building using hand tools and power tools. 

  • Assessment is continuous through skill checks, design tasks, written understanding and final practical outcomes. 

  • Students engage in employer links, real-world design contexts and practical skill refinement, preparing them for assessments and future industry routes. 

Impact

The curriculum is successful when students: 

  • Demonstrate confidence and competence in a range of practical skills. 

  • Produce work that is accurate, safe and increasingly independent. 

  • Apply design thinking to create purposeful, high-quality outcomes. 

  • Understand how materials, processes and technologies interact in real contexts. 

  • Achieve strong outcomes in NEA projects and written exams. 

  • Progress to further education in construction, engineering, food, art, product design or apprenticeships. 

  • Show pride in their work, resilience during practical challenges and the ability to solve problems creatively. 

Impact is measured through: 

  • Practical skill assessments and portfolio checks. 

  • Pupil voice and engagement in lessons. 

  • Quality of NEA coursework and project outcomes. 

  • Internal moderation, tolerance checks and theory testing. 

  • Progression data into KS4, KS5 and vocational pathways.

Food Technology

Intent

 

The intent of the Food Technology curriculum is to equip students with the essential knowledge, practical skills and critical understanding they need to make informed, healthy and sustainable food choices throughout their lives. We aim to inspire a positive relationship with food by teaching students the principles of nutrition, the science behind ingredients, and the cultural significance of dishes from around the world. The curriculum is designed to build independence, confidence and creativity, ensuring that all learners understand not only what they are cooking, but why food matters—to their wellbeing, to society and to the environment. 

Implementation

The implementation of the curriculum follows a clear, progressive structure that blends hands-on practical experience with essential theoretical knowledge. Students begin by learning core kitchen skills, food hygiene and basic nutrition, before moving on to more advanced methods, food science and recipe development. Lessons combine demonstration, guided practice and independent work, allowing skills to be revisited and mastered over time. Alongside practical lessons, students study topics such as sustainability, food provenance, dietary needs and the functional properties of ingredients. Assessment is ongoing through practical evaluations, written tasks, sensory analysis and larger project based assignments, ensuring students develop both competence and understanding. 

This structured approach provides students with a rich and engaging learning experience, offering opportunities to work with a wide range of ingredients, techniques and cuisines. The curriculum is inclusive and accessible, allowing all students to succeed regardless of starting point, with adaptations and support provided where needed. Enrichment opportunities—such as food competitions, themed events, links with local businesses and extracurricular clubs—further enhance students’ engagement and broaden their cultural and practical experiences. As students progress, they are encouraged to think independently, solve problems creatively and reflect on the health, ethical and environmental implications of their choices.

Impact

The impact of the curriculum is that students leave secondary school with the confidence, knowledge and skills to cook independently and make informed decisions about their diet and wellbeing. They understand the scientific and nutritional principles that underpin healthy eating, can evaluate and adapt recipes, and appreciate the social and global context of food. Students are able to work safely, responsibly and creatively, demonstrating practical competence alongside strong theoretical understanding. Progress is visible through improved practical outcomes, higherquality written work, and increasing independence. Ultimately, students develop into responsible, reflective and capable individuals who have the tools to lead healthier lives and, where chosen, to progress into further study or careers within the food industry.

Construction

Intent

The Construction curriculum aims to develop knowledgeable, safety-conscious and practically capable learners who understand how the built environment is designed, constructed and maintained. Across KS3, KS4 and KS5, pupils build a secure foundation in construction technology, materials, methods, and industry roles, alongside transferable skills such as teamwork, problem-solving, accuracy and professional standards. 

Pupils learn how buildings perform and why that matters, including key performance requirements such as strength, stability, fire resistance, thermal performance, sound control, weather resistance and sustainability.  

They explore how low-rise buildings are planned and constructed from the ground up, including substructures and superstructures, helping them connect classroom learning to real site practice.  

Our curriculum intent is to ensure pupils: 

  • Understand how buildings meet performance requirements and why these influence design and construction decisions.  

  • Develop competence in construction processes, including basic setting out, measuring, marking, cutting, fixing, and finishing to a tolerance. 

  • Learn how to work safely and responsibly in workshop and site-simulated environments, using tools and equipment correctly. 

  • Build core knowledge of substructures and superstructures, and how loads are transferred through a structure.  

  • Understand sustainability in construction, including material choice, waste reduction and environmental responsibility.  

  • Become confident learners who can progress into Construction qualifications, apprenticeships, A-level/BTEC pathways, or careers in the built environment.

Implementation

The Construction curriculum is delivered through a structured, sequenced programme that builds knowledge and practical skill over time. Lessons balance theory with hands-on learning so pupils understand both how something is done and why it matters in real construction contexts. 

KS3 Implementation 

  • Pupils complete a sequenced range of construction projects that develop core workshop skills, drawing skills, and an understanding of materials and processes used in the built environment. 

  • Lessons follow a consistent structure: Do Now (retrieval and safety focus), teacher modelling and demonstration, guided practice, independent practical work, then a quality check (tolerances, finish, and reflection). 

  • Theory is deliberately embedded into practical tasks, including: 

  • materials and components used in construction 

  • safe working practices and risk control 

  • basic structural principles (loads, stability, and transfer of forces)  

  • sustainability and environmental impact  

  • Assessment is ongoing through knowledge checks, skill observations, practical outcomes, drawing tasks, and short written responses using construction terminology. 

KS4 Implementation (Pearson BTEC Tech Award: Construction and the Built Environment) 

  • Teaching aligns to the specification content, including construction technology, performance requirements and how buildings are constructed. This includes understanding the difference between substructures and superstructures, and the function of key elements.  

  • Pupils regularly practise exam-style questions, command words, and application to real scenarios (for example, explaining how fire compartments or insulation improve building performance).  

  • Practical work supports the theory, for example using models, detail drawings, and workshop-based tasks that mirror industry methods and accuracy expectations. 

KS5 Implementation (WJEC Built Environment AS/A Level) 

  • Students develop more advanced understanding of the built environment through extended written responses, applied case studies, and higher-level evaluation of decisions (cost, sustainability, buildability, and regulation). 

  • Learning includes structured modelling, guided exam practice, and opportunities to connect classroom knowledge to real projects and industry roles. 

Impact

The Construction curriculum is successful when students: 

  • Use construction vocabulary accurately and explain how buildings meet key performance requirements, including fire safety, thermal performance, sound reduction and weather resistance.  

  • Demonstrate safe, confident workshop habits and improved independence when selecting tools, following processes, and checking quality. 

  • Produce practical work that shows increasing accuracy, improved finish and clear evidence of measuring, marking out and tolerance control. 

  • Apply knowledge of substructures and superstructures to explain how buildings are constructed and how loads are managed.  

  • Achieve strong outcomes in KS4 assessment components and written examinations, and show clear readiness for KS5 or vocational progression routes. 

  • Show pride, resilience and professionalism, responding constructively to feedback and improving work through iteration. 

Impact is measured through: 

  • Practical skill checks, tolerance and quality control records, and portfolio reviews. 

  • Low-stakes quizzes, exam-style questions, and end-of-unit assessments. 

  • Student voice, engagement, and confidence in practical and theory lessons. 

  • Internal moderation and standardisation of practical outcomes and written work. 

  • Progression data into KS4, KS5, apprenticeships, and construction-related pathways. 

 

More information

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