Curriculum – Design, Technology and Art

Curriculum Intent

The Design, Technology & Art Department aims to provide an ambitious, inclusive and inspiring curriculum that nurtures creativity, technical skill and independent thinking. Across Art, Design & Technology, Photography and Food & Nutrition, students engage in rich practical experiences that develop their confidence, curiosity and ability to solve real‑world problems. Our curriculum empowers students to explore ideas, take creative risks and produce high‑quality outcomes that reflect personal meaning, cultural awareness and technical understanding.

We are committed to developing resilient learners who can think critically, communicate effectively and apply subject‑specific vocabulary with accuracy. Through purposeful research, experimentation and evaluation, students learn to make informed decisions — whether designing products, creating artwork, developing photographic responses or preparing nutritious dishes. Literacy, numeracy and digital skills are embedded throughout to ensure students can access, interpret and apply knowledge with increasing independence.

Our curriculum prepares students for future study, careers and life beyond school by equipping them with transferable skills such as problem‑solving, creativity, practical competence and reflective thinking. Through high‑quality teaching and a broad, culturally rich curriculum, we ensure all students have the opportunity to excel and achieve the highest possible outcomes.

Our Curriculum Aims

• Provide an ambitious, challenging and inclusive curriculum that enables all students to succeed across creative and technical disciplines.
• Equip students with strong practical skills and secure subject knowledge that prepare them for life beyond the classroom.
• Inspire a lasting passion for creative, technical and food‑related subjects through engaging, culturally rich learning experiences.
• Develop students who think independently, take risks and work resourcefully, creatively and innovatively.
• Build critical investigation skills that deepen creative thinking and strengthen technical understanding.
• Nurture creativity and imagination through designing, making, creating and cooking in a wide range of contexts.
• Strengthen literacy and numeracy by embedding accurate use of subject‑specific vocabulary, measurement, proportion and data.Help students understand the relevance of creative, technical and food‑based subjects to further study, industry and the wider world, supporting informed and ambitious future choices.

Subjects Within the Department

• Art, Craft & Design (KS3 & KS4)
• Design & Technology (KS3 & KS4)
• Photography (KS4)
• Food & Nutrition (KS3 & KS4)

Each subject contributes uniquely to the department’s shared vision while offering students distinct creative and technical pathways.

Art, Craft and Design Curriculum Aims (KS3 & KS4)

• Provide an ambitious and challenging curriculum that is inclusive and accessible for all students.
• Develop every student’s artistic skills, confidence and creativity.
• Inspire students through the study of artists, designers and craftspeople, building an understanding of the wider world.
• Explore art from different cultures, contexts and historical periods through purposeful investigation.
• Build technical ability across a broad range of 2D, 3D and digital media.
• Strengthen students’ ability to analyse, discuss and evaluate artwork using accurate artistic vocabulary.

Year 7 (Strong foundation stage)

• To use a range of techniques and media to record observations and build confidence in handling different materials.
• To analyse and evaluate their own work and the work of others to strengthen visual understanding.

Year 8 (Developing competence & experimentation)

• To produce creative work that explores ideas and records experiences, becoming more competent in drawing and experimenting with media.
• To analyse and evaluate creative works using accurate artistic vocabulary.

Year 9 (Consolidating skills & independent thinking)

• To think critically and develop a more rigorous understanding of art, craft and design.
• To develop creativity and ideas while increasing proficiency in the execution of practical work.
• Year 10 (GCSE – personal response & visual language)
• To explore a personal and meaningful response that realises intentions and demonstrates confident use of visual language.
• Year 11 (GCSE – independence & mastery)
• To develop as a confident, independent artist who realises intentions with clarity and conviction.
• Food and Nutrition Curriculum Aims (KS3 & KS4)
• Provide an ambitious, challenging and inclusive curriculum that enables all students to develop essential food preparation and nutrition skills.
• Equip students with the knowledge and confidence to make informed decisions about healthy, nutritious food and lifelong wellbeing.
• Develop practical competence through a broad range of cooking techniques, ingredients and food science principles.
• Inspire a love of food, cooking and nutrition through engaging, culturally rich learning experiences.
• Strengthen students’ literacy and numeracy through accurate use of food‑related vocabulary, measurement, proportion and recipe interpretation.
• Prepare students for future study, careers and life by developing independence, creativity and confidence in planning and producing dishes.
•  Year 7 (Foundations for healthy choices)
• To develop basic practical skills and foundational nutrition knowledge that enable students to make informed choices about their diet.
• Year 8 (Developing nutrition knowledge & food science language)
• To deepen understanding of nutrition and the functional properties of ingredients, while building confidence with key food science terminology and concepts.
• Year 9 (Applying food science & developing technical skill)
• To develop practical skills and scientific understanding so students can manipulate ingredients with purpose and accuracy.
• Year 10 (GCSE foundations – commodities, experimentation & confidence)
• To gain in‑depth knowledge of food commodities and apply this through experimentation, developing the confidence to create and adapt dishes independently.
• Year 11 (GCSE mastery – independence, cultural awareness & high outcomes)
• To apply all prior learning with independence and accuracy in assessments, producing work enriched by cultural understanding and expressed through fluent, articulate ideas.

Design and Technology Curriculum Aims (KS3 & KS4)

• Provide an ambitious, challenging and inclusive curriculum that enables all students to engage confidently in the design process.
• Equip students with the knowledge, skills and technical understanding needed to design and manufacture high‑quality products.
• Develop resilient young designers by promoting confidence, curiosity and creativity.
• Strengthen students’ ability to research, investigate and respond to real‑world problems, clients and contexts.
• Build technical literacy and numeracy through accurate use of specialist vocabulary, measurement, proportion and data.
• Prepare students for future study, careers and life by developing independence, problem‑solving skills and the ability to realise design intentions.
• Provide high‑quality GCSE provision that enables students to excel in both NEA and examination components.

Year 7 (Foundations of designing, making & evaluating)

• To understand a client’s requirements and use research to generate a range of design ideas leading to a final solution.
• To begin developing the knowledge of skills, tools and processes needed to successfully manufacture a product.
• To learn to evaluate work throughout the process, using constructive criticism to refine design ideas.
• To begin developing technical understanding related to key areas of technological development.

Year 8 (Developing independence & technical accuracy)

• To deepen understanding of design briefs and create clear specifications that guide project development.
• To take a more independent approach to manufacturing, selecting appropriate tools, materials and processes.
• To apply quality control techniques to ensure high‑quality outcomes, testing and evaluating work to suggest improvements.

Year 9 (Broadening technical knowledge & design fundamentals)

• To develop greater knowledge of materials and understand their social, environmental and economic impacts.
• To strengthen practical skills, processes and techniques across a wider range of materials.
• To build understanding of design fundamentals, including mechanical, electrical and electronic principles.
• Year 10 (GCSE foundations – NEA skills & specification knowledge)
• To be taught all elements of the GCSE specification through a range of small and extended projects.
• To develop the skills required for a successful NEA, including:
  • identifying and investigating design possibilities
  • producing a design brief and specification
  • generating design ideas
  • developing and refining design ideas
  • realising design ideas
  • analysing and evaluating outcomes
• To develop exam technique and confidence in responding to different styles of exam questions.
• Year 11 (GCSE mastery – refinement, recall & high‑quality outcomes)
• To revisit and consolidate all aspects of the specification, continuing to refine exam technique.
• To commit key knowledge to long‑term memory through recall activities, discussion, assessments and targeted intervention.
• To apply knowledge and skills independently to successfully complete NEA and examination assessments.

Knowledge & Skills

KS3 ART AND DESIGN

Students will develop knowledge and understanding of:

Practical Knowledge

• The formal elements of art: line, tone, colour, shape, form, texture, pattern and space.
• A range of materials, techniques, processes and methods used within art, craft and design.
• How media and materials can be selected and used to achieve different effects and outcomes.
• How artists, craftspeople and designers use visual language to communicate ideas and meaning.

Theoretical Knowledge

• The work of significant artists, craftspeople and designer from different cultures, periods and movements.
• Historical, social and cultural influences on art and design.
• Artistic styles, movements and traditions from different times and places.
• How artists, craftspeople and designers communicate ideas, meanings and messages through their work.
• The cultural significance and influence of art and design across time periods.

Disciplinary Knowledge

• How artwork is viewed, interpreted, analysed and evaluated.
• How artists develop, refine and communicate ideas through creative processes.
• Appropriate research methods and sources to support creative development.
• How to use subject-specific vocabulary accurately when discussing and evaluating artwork.
• How to reflect upon, assess and improve work using feedback and success criteria.

Skills

Students will develop the ability to:

• Produce creative work by exploring, developing and recording ideas and experiences.
• Use visual research to investigate and refine ideas.
• Draw confidently from observation, imagination and other sources.
• Demonstrate proficiency in drawing, painting, printmaking, sculpture and mixed-media techniques.
• Select and use a range of media, materials and processes effectively.
• Experiment with materials and techniques to develop control and technical skill.
• Apply the formal elements to create successful visual outcomes.
• Develop personal and creative responses informed by research and investigation.
• Analyse and evaluate their own work and the work of others using appropriate art vocabulary.
• Discuss, compare and interpret the work of artists, craftspeople, designers and peers.
• Annotate work using relevant subject terminology and keywords.
• Reflect upon feedback and refine outcomes to improve the quality of their work.

GCSE Fine Art (AQA)

Knowledge:

Practical Knowledge

• The formal elements of art: line, tone, colour, shape, form, texture, pattern and space.
• A range of fine art materials, techniques and processes.
• The properties and appropriate use of different media.
• How visual language can be used to communicate ideas, feelings and intentions.

Theoretical Knowledge

• How artists develop and communicate ideas through their work.
• How research can inform and support creative development.
• How context can influence the creation and interpretation of artwork.
• Relevant artists, sources and creative practitioners connected to individual investigations.

Disciplinary Knowledge

• How ideas are investigated, developed and refined through a creative process.
• How visual and contextual research informs artistic decisions.
• How artwork is analysed, interpreted and evaluated.
• How experimentation and refinement contribute to successful outcomes.
• Subject-specific vocabulary appropriate to art and design.

Skills:

Students will develop the ability to:

• Record ideas, observations and insights through drawing and visual investigation.
• Use a range of formats to explore, develop and refine ideas.
• Experiment with a range of materials, techniques and processes.
• Select and refine media appropriate to their intentions.
• Develop personal and meaningful responses to a theme.
• Analyse and evaluate their own work and the work of others using appropriate terminology.
• Make connections between research and practical outcomes.
• Present a sustained project from initial ideas through to a final outcome.
• Reflect upon and improve work through ongoing evaluation and refinement.

GCSE Photography (AQA)

Knowledge:

      Practical Knowledge

• Camera functions, including aperture, shutter speed, ISO, focus and exposure.
• Compositional techniques, including framing, viewpoint, perspective, scale and focal point.
• The use of natural and artificial lighting to create different effects and moods.
• The use of Photoshop to edit, manipulate and refine digital photographs.
• Photographic techniques and processes used to communicate visual intentions.

Theoretical Knowledge

• How photographers communicate ideas, meanings and narratives through their work.
• How research can inform and support creative development.
• How contextual sources can influence the creation and interpretation of photographic images.Relevant photographers, artists and visual sources connected to individual investigations.
• The ways in which photography can be used as a form of visual communication and creative expression.

Disciplinary Knowledge

• How photographers investigate, develop and refine ideas through a creative process.
• How visual and contextual research informs creative decisions.
• How photographic work is analysed, interpreted and evaluated.
• How experimentation and refinement contribute to successful outcomes.
• Subject-specific photographic vocabulary and terminology.

Skills:

Students will develop the ability to:

• Use a digital camera confidently and creatively.
• Control aperture, shutter speed, ISO and focus to achieve intended effects.
• Apply compositional techniques to create effective photographic images.
• Use natural and artificial lighting to enhance photographs.
• Use Photoshop to edit, manipulate and refine photographs.
• Record, develop and refine ideas through visual and written investigation.
• Experiment with photographic techniques, processes and digital editing methods.
• Develop personal responses through independent photographic investigations.
• Analyse and evaluate the work of photographers and their own work using appropriate terminology.
• Make connections between research and practical outcomes.
• Present a sustained project from initial investigations through to final outcomes.
• Reflect upon and improve work through ongoing evaluation and refinement.

FOOD AND NUTRITION

Year 7

Students will develop their KNOWLEDGE of:

• Developing their knowledge and understanding of ingredients and healthy eating
• Knowing the different methods of cooking
• Applying basic principles of food safety and hygiene
• Making informed choices with their own diet
• Plan a dish using the principles of the Eatwell guide and justify their choices
• Developing a basic knowledge of food preparation and cooking techniques
• Selecting ingredients for nutritional and sensory characteristics in a dish.

They will start to understand the basic science in some recipes, and the functions of ingredients.

Civilised dining and the importance of good table etiquette

Students will develop their SKILLS in:

• Following a simple recipe using appropriate ingredients and equipment to prepare and cook a range of dishes
•  Carrying out, with growing skill and accuracy, a range of practical activities
• Demonstrating a range of food preparation and cooking techniques
• Developing creative, technical and practical expertise to perform everyday tasks with growing confidence
• Evaluating and test their ideas and recipes
• Learning and using the cooker (hob, grill, oven) safely
• Weighing and measuring ingredients correctly
• Demonstrating the safe use of sharp knives
• Identifying small items of equipment and their uses
• Using the bridge hold and claw grip correctly

Year 8

Students will develop their KNOWLEDGE of:

• Food groups and healthy eating guidelines.
• Specialist diets including an awareness of cultural dishes and their origins 
• Food provenance, including where and how a variety of ingredients are grown, reared, caught and processed and know the steps involved in producing some foods.
• Food safety- meaning to prevent contamination, spoilage and decay when handling and storing food.
• British food culture.
• Building on the science involved in food

Students will develop their SKILLS in:

• Applying principles of food hygiene and safety when preparing high risk foods. Know how to store, prepare and cook a variety of predominantly savoury dishes safely and hygienically.
• Selecting and using an expanding range of equipment safely when preparing and cooking food, with a particular focus on accurate knife skills and competency using different parts of the cooker.
• Demonstrating an increasing range of food preparation skills, including use of handheld electrical equipment.
• Critically reflecting on their own practical skills and the dish itself through written and verbal forms of evaluation.
• Naming, tasting and preparing a broad range of ingredients and healthy recipes, highlighting the cultural diversity of food.
• Actively minimising food waste, being aware of portion sizes, understanding the roles of sustainability, provenance and recycling.
• Marinade and sauce making.
  Pastry making methods.
• Cooking meat safely.
• Bread making.

Year 9

Students will develop their KNOWLEDGE of:

• Extending their knowledge and understanding of food, diet and health
• Extending their knowledge of consumer food choices
• Explaining the characteristics and functions of ingredients and how they are used in cooking
• Adapting and following basic recipes to prepare and cook a range of dishes
• Demonstrating a range of food preparation and cooking techniques and independently apply the principles of food safety and hygiene
• Understanding the scientific principles behind preparing and cooking foods
• Understanding the basic terminology of food science

 Students will develop their SKILLS in:

• Adapting and following a recipe using appropriate ingredients and equipment to prepare and cook a range of more complex and well-presented dishes
• Demonstrating an extended range of food preparation and cooking techniques with accuracy
• Developing creative, technical and practical expertise to perform everyday tasks confidently and with flair
• Evaluating, testing and adapting their ideas and products
• Using a range of specialist equipment, techniques and processes
• Using a range of ingredients to adapt and make savoury and sweet recipes
• Using the cooker (hob, grill, oven) with confidence
• Using the bridge hold and claw grip with confidence and accuracy
• Being aware and confident of how to prepare, cook, store and reheat food safely
• Improving time management skills
• Demonstrating the function of ingredients in a range of different products understanding the science behind the ingredients
• Droylsden Finishing techniques and presentation for different dishes

GCSE Food and Nutrition

1. Food Commodities

Knowledge

• Characteristics, origins and uses of key ingredients (e.g., cereals, fruit/veg, dairy, meat, fish).
• Functional properties of ingredients: gelatinisation, coagulation, aeration, emulsification, caramelisation.
• Chemical characteristics of food (proteins, fats, carbohydrates).
• Nutritional content of food and drinks.

Skills

• Select, prepare and cook a wide range of commodities.
• Apply functional properties in practical dishes.
• Adapt dishes based on ingredient behaviour.

2. Principles of Nutrition

Knowledge

• Macronutrients and micronutrients: functions, sources, deficiencies.
• Energy requirements across life stages.
• Nutritional needs for different groups (children, teenagers, adults, elderly).
• Effects of poor diet (physiological & psychological).

Skills

• Analyse nutritional content of dishes.
• Modify recipes to meet dietary needs.
• Apply healthy eating guidelines accurately.

3. Diet & Good Health

Knowledge

• Relationship between diet, nutrition and health.
• Diet‑related diseases (obesity, CHD, diabetes, anaemia).
• Government dietary guidance (e.g., Eatwell Guide).
• Portion size, energy balance, satiety.

Skills

• Evaluate diets using nutritional analysis.
• Suggest improvements to meet health needs.
• Justify dietary recommendations.

4. The Science of Food

Knowledge

• Functional and chemical properties of food.
• Microbiological food safety (bacteria, contamination, spoilage, decay).
• Effects of cooking methods on ingredients.
• Scientific principles behind food preparation.

Skills

• Carry out food science investigations.
• Record, analyse and interpret results.
• Apply scientific understanding to improve dishes.

5. Food Provenance & Food Choice

Knowledge

• Economic, environmental, ethical and socio‑cultural influences on food.
• Food availability, production processes, sustainability.
• Culinary traditions (British and international).
• Food labelling, marketing, consumer choice.

Skills

• Make informed food choices.
• Evaluate environmental and ethical impacts.
• Adapt dishes based on cultural or dietary needs.

6. Cooking & Food Preparation

Knowledge

• Cooking methods: baking, grilling, frying, steaming, boiling, simmering.
• Equipment use and safety.
• Planning, preparing and cooking a variety of dishes.
• Sensory qualities and presentation.

Skills

• Demonstrate safe and effective cooking skills.
• Organise time, workflow and hygiene.
• Present dishes with accuracy and consistency.

Assessment Skills (NEA & Exam)

Component 1 – Written Exam (50%)

Assesses all six content areas through:

• Stimulus‑based questions
• Short and extended responses
• Food science, nutrition, provenance, safety, commodities

Component 2 – NEA (50%)

Two tasks:

Task 1 – Food Investigation (15%)

Skills:

• Scientific experimentation
• Testing ingredient functionality
• Recording, analysing and evaluating results
• Explaining scientific principles

Task 2 – Food Preparation Assessment (35%)

Skills:

• Researching a brief
• Planning and trialling dishes
• Preparing, cooking and presenting a final menu
• Demonstrating technical skills, organisation and evaluation

KS3 DESIGN & TECHNOLOGY

Y7- Two 10 week blocks on rotation with Art and Food.

Design Era Clock- 10 weeks:

Core Knowledge Students Learn

• Researching design eras — understanding design eras (e.g., Bauhaus, Dej Stil, Memphis,Pop Art) and how designers influence new products.
• Using digital software — image manipulation, layout, vector tools, layering, exporting designs.
• 3D drawing techniques — isometric drawing, oblique, exploded diagrams, rendering for materials and shadows.
• Introduction to mechanisms — how a quartz clock movement works, spindle length, hands, battery power, tolerances.
• Material knowledge — woods, acrylic, plywood, fixings, adhesives, finishes.

Core Skills Developed

• Practical health & safety — PPE, safe working zones, risk awareness, tool handling.
• Hand tool use — coping saw, files, sandpaper, craft knives, drills.
• Bench‑top machinery — scroll saw, pillar drill, disc sander (teacher‑supervised).
• Working with materials — cutting, shaping, finishing wood/acrylic.
• Mechanisms — fitting a clock movement accurately.
• Accurate measuring — marking out, tolerances, templates, centre‑finding.

Structures project- 6 weeks

Core Knowledge Students Learn

• Types of structures — frame, shell, solid, beam, truss, arch, suspension.
• Forces on structures — tension, compression, torsion, shear, bending.
• Team roles — project manager, designer, researcher, maker, quality controller.
• Design criteria — strength, stability, cost, materials, aesthetics, sustainability.
• Material properties — stiffness, flexibility, durability, weight.

Core Skills Developed

• Teamwork — communicating, delegating, collaborating.
• Working within a role — accountability and responsibility.
• Designing from research — analysing existing structures to inform ideas.
• Assembly skills — measuring, cutting, joining, reinforcing, testing.
• Evaluating products — testing strength, stability, and meeting criteria.
• Electronics – 4weeks

Core Knowledge Students Learn

• Circuit components — Students learn the function of cells, wires, bulbs, switches, resistors, buzzers, motors, and more. This aligns with KS3 expectations to identify and describe electrical components.
• Circuit diagrams — Snap Circuits help students translate physical builds into series and parallel circuit diagrams, a required KS3 skill.
• Current and voltage — Student guides include structured explanations of current flow, resistance, motors, and integrated circuits, supporting deeper KS3 understanding.
• Switches and control — Activities such as “Electric Light and Press Switch” explicitly teach how switches open and close circuits, reinforcing KS3 control-of-current concepts.
• Resistance and brightness — Kits support investigations into how brightness or buzzer volume changes with different numbers of cells, mirroring KS3 and upper-primary progression.

Core Skills Developed

• Hands‑on assembly — Students practise constructing stable circuits using a grid system, improving accuracy and procedural skills.
• Following technical instructions — Step‑by‑step build guides mirror real engineering documentation.
• Troubleshooting circuits — Students diagnose why a lamp won’t light or a motor won’t run, developing scientific reasoning.

•Experimentation — Student guides include quizzes, practice problems, and structured experiments that reinforce conceptual understanding

Y8- Two 10 week blocks on rotation with Art and Food.

Personal Mug 10 weeks

Core Knowledge Students Learn

• Researching designers & products — analysing existing mugs, branding, illustration styles, and commercial design trends.
• Digital image manipulation — layering, cropping, transparency, vector shapes, exporting.
• Colour theory — complementary, analogous, warm/cool colours, emotional impact.
• Typography — font families, hierarchy, readability, pairing fonts.
• Scaling images — DPI, proportional scaling, templates, bleed areas.
• Sublimation printing — how it works, materials required, industrial applications.
• Nets and packaging — designing a box net, branding, advertising messages.

Core Skills Developed

• Research skills — gathering visual inspiration, analysing design choices.
• Using colour effectively — applying colour theory to create mood and identity.
• Typography & font selection — selecting fonts that match a theme or audience.
• Digital design & manipulation — editing images, creating layouts, preparing artwork for print.
• Packaging design — designing a net, adding branding, advertising and instructions.

Windchime project- 10 weeks

Core Knowledge Students Learn

• Timbers theory — hardwoods vs softwoods, properties, uses, sustainability.
• Metals theory — ferrous, non‑ferrous, alloys, corrosion, shaping.
• Plastics introduction — thermoplastics vs thermosets, heating and forming.
• Working with mixed materials — combining wood, metal, and plastic safely and effectively.
• Tool selection — choosing the correct tool for cutting, shaping, drilling, finishing.
• Quality control — tolerances, checking accuracy, surface finish, consistency.

Core Skills Developed

• Health & safety practices — PPE, safe zones, correct tool handling.
• Using a variety of tools — saws, files, drills, sanders, metal forming tools.
• Working drawings & templates — interpreting measurements, marking out accurately.
• Heating & shaping plastic — strip heater, moulding, bending jigs.
• Accurate measuring & marking — rulers, try squares, centre punches, marking gauges.
• Tool selection — choosing the right tool for the material and task.
• Applying quality control — checking alignment, finish, sound quality, symmetry.

Y9- Two blocks on rotation with Art and Food. One block of 5 two hour lesson and a block of 10 1 hour lessons

Mechanisms project (Sweet dispenser) – 10 weeks

Core Knowledge Students Learn

• Types of mechanisms — cams, followers, levers, linkages, rotary → linear motion.
• Timbers theory — hardwoods, softwoods, manufactured boards.
• Metals theory — ferrous, non‑ferrous, shaping and finishing.
• Plastics introduction — thermoplastics, heating, forming, safe use.
• Working with mixed materials — combining wood, acrylic, metal rods, dowel.
• Tool selection — choosing the correct tool for cutting, drilling, shaping.
• Quality control — tolerances, alignment, smooth motion, consistent finish.
• Working drawings — interpreting dimensions, exploded diagrams, templates.

Core Skills Developed

• Health & safety practices — PPE, safe zones, correct tool handling.
• Using a variety of tools — saws, files, drills, sanding blocks, strip heater.
• Working drawings & templates — marking out accurately from drawings.
• Heating & shaping plastic — bending acrylic for windows or levers.
• Accurate measuring & marking — rulers, try squares, centre punches.
• Tool selection — selecting the right tool for each material.
• Applying quality control — checking smooth mechanism movement, alignment, finish.

Passive amplifier 10 weeks

Core Knowledge Students Learn

• Timbers theory — softwoods vs hardwoods, grain direction, properties, sustainability.
• Acrylic and plastics — thermoplastics, heating, shaping, safe use.
• Metals introduction — for small fixings or decorative elements.
• Working with mixed materials — combining pine, acrylic, and printed graphics.
• Tool selection — choosing correct tools for cutting, drilling, sanding, shaping.
• Quality control — tolerances, alignment, surface finish, sound amplification performance.
• Sound amplification principles — how shape and chamber size affect sound.
• Graphic design basics — layout, colour, typography, branding.

Core Skills Developed

• Health & safety practices — PPE, safe zones, correct tool handling.
• Using a variety of tools — saws, files, drills, sanding blocks, strip heater.
• Working drawings & templates — interpreting dimensions, marking out accurately.
• Heating & shaping acrylic — bending acrylic for decorative or functional parts.
• Accurate measuring & marking — rulers, try squares, centre punches.
• Tool selection — selecting the right tool for each material.
• Applying quality control — checking alignment, finish, sound clarity.
• Graphic application — adding vinyl, decals, or printed panels.

GCSE Design and Technology

The AQA GCSE Design & Technology knowledge and skills framework is built around three compulsory pillars: Core Technical Principles, Specialist Technical Principles, and Designing & Making Principles. These define everything students must know and be able to do across the two‑year course. Below is a complete, structured breakdown grounded directly in the AQA specification, with citations.

1. Core Technical Principles

These are compulsory for all students and form the foundation of the exam.

AQA states that students must study all core technical principles, which include:

Knowledge

• Properties and characteristics of materials (timbers, metals, polymers, papers/boards, textiles).
• Forces and stresses (tension, compression, torsion, bending, shear).
• Energy generation and storage (renewable/non‑renewable, batteries, mechanical storage).
• Systems and control (inputs, processes, outputs).
• Mechanical devices (levers, linkages, gears, cams).
• Electronic systems (components, circuits, sensors).
• New and emerging technologies (automation, robotics, sustainability, enterprise, people, culture, society).
• Smart materials, composite materials, technical textiles.

Skills

• Apply maths and science to solve design problems (minimum 15% maths, 10% science in exam).
• Analyse material suitability based on properties.
• Use technical vocabulary accurately.
• Interpret technical data, tolerances, measurements, forces, and performance characteristics.

2. Specialist Technical Principles

Students study these in depth through at least one material category (e.g., timbers, metals, polymers).

AQA requires deeper knowledge of specialist principles for the chosen material area.

Knowledge

• Material properties in depth (e.g., grain structure in timbers, corrosion in metals, polymer forming processes).
• Material processing techniques (seasoning, heat treatment, forming, casting, machining).
• Commercial manufacturing processes (batch, mass, continuous).
• Quality control and quality assurance.
• Surface treatments and finishes.
• Fixings, fastenings, and joining methods.
• Environmental, social, and economic impacts of materials.

Skills

• Select appropriate materials based on functional, aesthetic, environmental and economic factors.
• Use specialist tools, machinery and equipment safely and accurately.
• Apply tolerances, accuracy checks, and quality control procedures.
• Produce working drawings, exploded diagrams, and technical documentation.

3. Designing & Making Principles

These underpin both the exam and the NEA (Non‑Exam Assessment).

AQA states that all content in this section must be taught.

Knowledge

• Iterative design process: explore → create → evaluate.
• User‑centred design, ergonomics, anthropometrics, client needs.
• Primary and secondary research (interviews, surveys, product analysis).
• Design strategies (SCAMPER, modelling, systems thinking).
• Communication methods (sketching, CAD, digital modelling, orthographic drawings).
• Environmental, social and economic challenges (carbon footprint, deforestation, fair trade).
• Work of past and present designers (e.g., Sottsass, Rietveld, Chanel).
• Prototype development and testing.
• Material management, planning, sequencing, risk assessment.

Skills

• Generate creative, original design ideas.
• Develop and refine ideas using modelling (card, foam, CAD, CAM).
• Produce functional prototypes using appropriate tools and processes.
• Analyse and evaluate design decisions, outcomes, sustainability, and user feedback.
• Manage time, resources, and workflow effectively.
• Communicate ideas clearly using sketches, CAD, annotations, and presentations.

4. NEA (Non‑Exam Assessment) Skills

The NEA assesses practical application of all three principal areas.

Students must produce a prototype and a portfolio.

NEA Skills Breakdown

Identify & investigate design possibilities 

• Research, analyse users, explore contexts.

Produce a design brief & specification 

• Clear, justified, measurable criteria.

Generate design ideas 

• Creativity, variety, annotation, modelling.

Develop design ideas 

• CAD, modelling, testing, refinement.

Realise design ideas 

• Manufacture a high‑quality prototype using appropriate tools, materials, processes.

Analyse & evaluate 

• Test against specification, user feedback, sustainability, performance.

5. Exam Skills (Paper 1)

The written exam assesses:

• Core technical principles
• Specialist technical principles
• Designing & making principles
• Maths (15%)
• Science (10%)

Exam Skills

• Multiple‑choice and short‑answer technical questions.
• Extended responses evaluating design decisions.
• Application of maths (percentages, ratios, tolerances, area, volume).
• Application of science (forces, energy, electronics, materials).

Sequence

Key Stage 3:  Art & Design

Year 7 curriculum
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	Sealife – The formal elements (line, tone, shape, form, colour, texture, pattern)	Sealife – The formal elements (line, tone, shape, form, colour, texture, pattern)	Painting Techniques – Colour theory	Painting Techniques – Colour theory, landscapes	Sweet Treats – Mixed media textiles	Sweet Treats – Mixed media textiles
Year 8 curriculum
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	African Culture – Upcycled masks	African Culture – Upcycled masks	Cubist Portrait (3 weeks) Chinese Culture – Mono print vase (7 weeks)	Chinese Culture – Mono print vase	Woodland Animals – Sculpture	Woodland Animals – Sculpture
Year 9 curriculum
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	Sense of Place – Printmaking	Sense of Place – Printmaking	Art Activism – Ceramic coral	Identity – Digital photomontage (personal interests & role models)	My Manchester -Mixed-Media	Portraits – Observational drawing

Key Stage 4: GCSE Fine Art & Photography

Details of specification

Exam Board: AQA   Fine Art: https://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8202/specification Photography: https://www.aqa.org.uk/subjects/art-and-design/gcse/art-and-design-8206/specification   Details of course – 60% Portfolio / 40% Externally set task

Year 10 curriculum  – Fine Art
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	Skills/ workshops	Skills/ workshops	Skills/ workshops	My World – Independent project	My World – Independent project	My World – Independent project

Year 11 curriculum – Fine Art
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	My World – Independent project	My World – Independent project	Externally Set Task	Externally Set Task	Externally Set Task – 10 hour exam	/

Year 10 curriculum  – Photography
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	Skills/ workshops (wk 1-5)	Through the Lens – Architecture & Portraits	Through the Lens – Architecture & Portraits	Through the Lens – Architecture & Portraits	Through the Lens – Architecture & Street Art	Through the Lens – Architecture & Street Art

Year 11 curriculum – Photography
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	Through the Lens – Architecture & Street Art, Light painting	Through the Lens – Light painting workshops, developing work independently	Externally Set Task	Externally Set Task	Externally Set Task – 10 hour exam	/

Food & Nutrition

Year 7 curriculum (2 x 10 week blocks)
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	Health and Safety   and   Civilised dining	Different Cooking Methods: Sweet and Savoury Dishes	Healthy Eating: Team Task	Healthy Breakfast   Team cooks	N/a   Students on rotation	N/a   Students on rotation
Year 8 curriculum (2x 10 week blocks)
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	Meat: Cross contamination, Chilling, Cooking and Cleaning	Bread making and Cakes   and   Civilised Dining	Multicultural Dishes	Pasta making Multicultural choices	N/a   Students on rotation	N/a   Students on rotation
Year 9 curriculum ( 2x 10 week blocks)
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	Introduction to Pastry   and   Functions of Ingredients	Heat Transfer   and   Introduction to Sauces	Continuation of Sauces   and    Civilised Dining   and   Taste Testing	N/a   Students on rotation	N/a   Students on rotation	N/a   Students on rotation

KS4

Details of specification

Exam board: Eduqas https://www.eduqas.co.uk/qualifications/food-preparation-and-nutrition-gcse/#tab_keydocuments   Details of course: 50% NEA (Non-Exam Assessment – a.k.a coursework) 50% Final Exam   Key assessment dates NEA 1: September NEA 2: October/ November Final Exam: June

Year 10 curriculum
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	Fruit and Vegetables	Milk, Cheese and Dairy	Cereals	Meat, Fish, Poultry, Eggs	Fats, Sugar and Syrups	Alternative Proteins

Year 11 curriculum
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	NEA	NEA	NEA	NEA/ Exam Revision	Exam Revision	GCSE exams

Design and Technology

Year 7 curriculum (2 x 10 week blocks)
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	Design Era Clocks	Design Era Clocks	Design Era Clocks	Structures and Electronics	Structures and Electronics	Structures and Electronics
Year 8 curriculum (2x 10 week blocks)
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	Windchime	Windchime	Windchime	Personal promotional mug	Personal promotional mug	Personal promotional mug
Year 9 curriculum ( 2x 10 week blocks)
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	Sweet dispenser (mechanisms)	Sweet dispenser (mechanisms)	Sweet dispenser (mechanisms)	Passive Amplifier	Passive Amplifier	Passive Amplifier

KS4

Details of specification

Exam board: AQA Design and Technology https://www.aqa.org.uk/subjects/design-and-technology     Details of course: 50% NEA (Non-Exam Assessment – a.k.a coursework) 50% Final Exam   Key assessment dates NEA Release date June NEA submission May Final Exam: June

Year 10 curriculum
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	New and Emerging Technologies Automation and robotics CAD/CAM Flexible manufacturing systems (FMS) Just-in-time (JIT) manufacturing Lean manufacturing Sustainability and environmental impact Technology push vs market pull	Energy Generation and Storage Renewable and non-renewable energy Energy storage systems Environmental considerations	Developments in New Materials Smart materials Modern materials Composite materials Technical textiles	Systems Approach to Designing Inputs, processes and outputs Feedback systems Electronic and mechanical systems	Mechanical Devices Gears Pulleys Levers Linkages Cams and followers	Materials and Their Working Properties Papers and boards Timbers Metals Polymers Textiles Material properties and characteristics

Year 11 curriculum
	½ term 1	½ term 2	½ term 3	½ term 4	½ term 5	½ term 6
Topic	NEA	NEA	NEA	NEA/ Exam Revision	Exam Revision	GCSE exams

Sample Scheme of Work

Life Skills

Technology, Food and Nutrition Coverage Across Years 7–11

Year 7 – Foundations: Healthy choices, safety, teamwork, independence

Health & Wellbeing

Healthy eating, ingredients, diet choices, Eatwell Guide (Food Y7)

• “developing their knowledge and understanding of ingredients and healthy eating… making informed choices with their own diet”
• Food safety, hygiene, safe cooker use, knife safety (Food Y7)
• Civilised dining and table etiquette (Food Y7)

Safe use of tools, PPE, risk awareness (D&T Y7 Clock & Structures)

• “PPE, safe working zones, risk awareness, tool handling”

Relationships & Respectful Behaviour

Team roles and collaboration (Structures project)

• “project manager, designer, researcher, maker, quality controller”
• Giving and receiving constructive criticism (D&T Y7 evaluating ideas)

Living in the Wider World

• Sustainability and material choices (Structures project)
• Cultural awareness through design eras (Clock project)
• Digital literacy through image manipulation and CAD basics
• Understanding product design and basic consumer choices

Year 8 – Independence, cultural awareness, food provenance, digital literacy

Health & Wellbeing

Nutrition, food groups, specialist diets (Food Y8)

• “specialist diets including cultural dishes and their origins”
• Food hygiene and safe handling of high‑risk foods
• Cooking meat safely, pastry, bread making

Relationships & Respectful Behaviour

• Evaluating dishes verbally and in writing
• Safe workshop behaviour and respect for shared equipment (Windchime project)

Living in the Wider World

• Food provenance, sustainability, recycling, food waste
• British food culture
• Branding, packaging, typography, advertising (Personal Mug project)
• Industrial processes (sublimation printing)
• Careers links: graphics, product design, food industry

Year 9 – Scientific understanding, advanced teamwork, sustainability, consumer awareness

Health & Wellbeing

Food science, functions of ingredients, adapting recipes (Food Y9)

• “understanding the scientific principles behind preparing and cooking foods”
• Safe storage, reheating, hygiene with independence

Relationships & Respectful Behaviour

• Independent and collaborative problem‑solving (Mechanisms & Passive Amplifier)
• Mature evaluation and adaptation of ideas

Living in the Wider World

• Consumer food choices and health messaging
• Sustainability and environmental impact of materials
• Mechanical, electrical and electronic principles (Sweet Dispenser project)
• Graphic design, branding, sound amplification principles
• Careers awareness: engineering, product design, food science

Year 10 – GCSE Foundations: Research, independence, NEA skills, real‑world application

Health & Wellbeing

• Understanding food commodities and nutritional impacts (Food Y10)
• Experimentation with ingredients to make informed healthy choices
• Safe, accurate, independent practical work

Relationships & Respectful Behaviour

• Working with clients, contexts and real‑world problems (D&T Y10)
• Giving and receiving feedback during NEA development
• Collaborative problem‑solving in extended projects

Living in the Wider World

• Careers and industry links through commodities, manufacturing, design processes
• Understanding sustainability, environmental impact, and ethical design
• Budgeting, cost analysis, and material selection
• Digital literacy through advanced CAD, research, and documentation

NEA skills: investigating design possibilities, producing briefs, specifications, evaluating outcomes.

Year 11 – GCSE Mastery: Independence, cultural awareness, high‑quality outcomes

Health & Wellbeing

• Applying all prior nutrition knowledge independently in assessments (Food Y11)
• Understanding cultural food traditions and their impact on wellbeing
• Managing workload, stress, and resilience through exam preparation

Relationships & Respectful Behaviour

• Professional communication through NEA evaluations
• Respectful critique and refinement of ideas
• Independent responsibility for deadlines, organisation, and safe workshop conduct

Living in the Wider World

• Cultural awareness in design and food choices
• Careers preparation through mastery of technical skills
• Understanding industry standards, quality control, and professional expectations
• Economic awareness through materials, sustainability, and product viability
• Preparing for further study and employment through independence and technical fluency

Full PSHE Summary Table (Years 7–11)

Year	Health & Wellbeing	Relationships & Behaviour	Living in the Wider World
Y7	Healthy eating, hygiene, safe tool use	Team roles, collaboration	Sustainability, cultural design eras, digital literacy
Y8	Specialist diets, provenance, safe handling	Evaluation, safe workshop conduct	Branding, packaging, industrial processes, sustainability
Y9	Food science, safe storage	Independent evaluation, problem‑solving	Consumer choices, environmental impact, mechanisms, graphics
Y10	Commodities, experimentation, safe independent work	Client‑focused design, NEA collaboration	Careers, sustainability, CAD, cost analysis
Y11	Professional critique, independence Industry standards, careers, sustainability, NEA mastery	Cultural food awareness, wellbeing	Industry standards, careers, sustainability, NEA mastery

Life Skills: Art & Photography

Life Skill Area	How it is Developed	Curriculum Examples
Health Education	Develops confidence, resilience, perseverance and self-expression through the creative process.	Developed throughout KS3 and KS4 through practical work, refinement and independent projects.
Relationships Education	Develops self-confidence, respect for others and appreciation of different perspectives and identities.	Year 9 Digital Photomontage (Personal Interests and Role Models). GCSE Fine Art – My World. GCSE Photography – Through the Lens.
Spiritual Development	Encourages creativity, imagination, reflection and personal expression.	Developed throughout the curriculum, particularly through independent projects.
Moral Development	Encourages consideration of different viewpoints and themes explored through art.	Year 9 Art Activism (Courtney Mattison); discussion and evaluation activities throughout KS3 and KS4.
Social Development	Develops communication, discussion and evaluation skills.	Peer assessment, critiques and collaborative activities throughout the curriculum.
Cultural Development	Develops understanding of different cultures, traditions and artistic influences.	Year 8 African Culture – Upcycled Masks; Year 8 Chinese Culture – Blue and White Porcelain; exploration of artists, designers and photographers throughout Years 7–11.

Life Skill Area	How it is Developed	Curriculum Examples
Health Education	Develops confidence, resilience, perseverance and self-expression through the creative process.	Developed throughout KS3 and KS4 through practical work, refinement and independent projects.
Relationships Education	Develops self-confidence, respect for others and appreciation of different perspectives and identities.	Year 9 Digital Photomontage (Personal Interests and Role Models). GCSE Fine Art – My World. GCSE Photography – Through the Lens.
Spiritual Development	Encourages creativity, imagination, reflection and personal expression.	Developed throughout the curriculum, particularly through independent projects.
Moral Development	Encourages consideration of different viewpoints and themes explored through art.	Year 9 Art Activism (Courtney Mattison); discussion and evaluation activities throughout KS3 and KS4.
Social Development	Develops communication, discussion and evaluation skills.	Peer assessment, critiques and collaborative activities throughout the curriculum.
Cultural Development	Develops understanding of different cultures, traditions and artistic influences.	Year 8 African Culture – Upcycled Masks; Year 8 Chinese Culture – Blue and White Porcelain; exploration of artists, designers and photographers throughout Years 7–11.
Citizenship	Promotes awareness of local, national and global communities and perspectives.	Year 9 My Manchester Project. Year 9 Art Activism Project. Artist and photographer investigations throughout KS4.
Mutual Respect	Encourages students to value the opinions and creative responses of others.	Developed through discussion, critique and peer assessment across all year groups.
Individual Liberty	Encourages independent decision-making and personal creative responses.	Year 9 Digital Photomontage. GCSE Fine Art – My World Independent Project. GCSE Photography – Through the Lens Independent Project.
Democracy	Encourages students to express opinions and listen respectfully to others.	Critiques, evaluations and discussions throughout the curriculum.
Tolerance of Different Faiths and Beliefs	Promotes understanding and appreciation of different cultures and traditions.	Year 8 African Culture Project; Year 8 Chinese Culture Project; contextual research throughout GCSE courses.
Rule of Law	Promotes safe and responsible use of materials, equipment and technology.	Practical lessons throughout KS3 and KS4; adherence to health and safety procedures and the safe, responsible use of materials, equipment and digital technologies.
		use of materials, equipment and digital technologies.