Design Technology

Subject Introduction

All students experience a range of Design Technology and Food units of work as they carousel through KS3. Knowledge and skills are embedded through investigations, experiments, design, prototyping and practical driven activities. The curriculum is planned to inspire, engage and create students that innovate, problem solve and demonstrate their imagination and creativity. We aim to build students confidence and interest, so they can build on researched knowledge and skills to iteratively design and produce relevant solutions to problems. Students develop knowledge, skills and understanding of sources, handling, processing, properties and functions of a wide range of materials.

Underpinning each unit of work: 

·       Health, hygiene and safety. 

·       Knowledge of material properties, sources and functions. 

·       Design briefs and task analysis.

·       Creativity and innovation.

·       Designing for a client 

·       Making and evaluating a prototype/dish. 

·       Subject specific vocabulary

Modules

Design Technology: Real World Design

Timber and metals: Wind chime 

Polymers: Pen pot  

Textiles: Surface Design

2D design: Coaster

Food Preparation and Nutrition: Healthy and balanced diets

A range of sweet and savoury dishes are designed, prepared and presented. This work is underpinned by understanding of Healthy Eating, Sustainability, Seasonal growing Nutrients and food/personal hygiene. The safe use of the hob, grill and oven. 

Assessment

Two key pieces of work are assessed within each Real-World design projects.

Two key pieces of work are assessed within the Food units. 

Retrievals are used throughout the carousel to recall and build learning. 

Making experiences are assessed and verbal feedback is used to create targets for improvement. 

End of year exam 

Homework  

Students will follow a program of homework that is designed to consolidate learning and skills developed in the lesson. 

Enrichment activities 

Students will research and take part in interactive activities that will help build aspirations within Design and Technology and food, looking at career opportunities within the subject. Each material area will link with a related career option for students to research further.  

Texts to be issued and arrangements for return  

The use of digital resources support teaching and learning activities within Design Technology and Food preparation. 

Subject Introduction

The carousel system extends into the provision of the year 8 Curriculum and students continue to build and refine knowledge, skills and capabilities within the Learning Area. Specialist teachers work with a different range of materials which are designed to deliver a broad and balanced curriculum. Students develop increased independence and knowledge on how to use a wider variety of equipment and machinery, with planning and quality control underpinning experiences.

Modules

Design Technology: Design Iteration and development

Timber: Bird box 

CAD/CAM: Design and manufacture techniques.

Textiles: Repurposing project.

Design Contextual challenge: New and emerging materials to model a range of Biomimicry prototypes. 

Food Preparation and Nutrition: Wider issues related to food, nutrition and health.

Food provenance and origins.

Carbon footprint and the Environment.

Religion and cultural influences.

Food preparation and cooking techniques are demonstrated to enhance skills and abilities, while promoting creativity, independence and flair. 

Assessment

Two key pieces of work are assessed within each Real-World design projects.

Two key pieces of work are assessed within the Food units. 

Retrievals are used throughout the carousel to recall and build learning. 

Making experiences are assessed and verbal feedback is used to create targets for improvement. 

End of year exam 

Homework  

Students will follow a program of homework that is designed to consolidate learning and skills developed in the lesson. 

Enrichment activities 

Students will research and take part in interactive activities that will help build aspirations within design and technology and food, looking at career opportunities within the subject. Each material area will link with a related career option for students to research further. This will also help students when choosing their subject options in year 8.  

Texts to be issued and arrangements for return 

Texts are not issued to students, but the use of digital resources support teaching and learning activities are built into learning activities.

Subject Introduction

During year 8 students chose either; Food Preparation and Nutrition or 3D Design.

3D Design

The 3D design course is a great option and one that the student will enjoy learning further skills and knowledge, take pride in their work and apply the concept of iterative design. Students will build on the knowledge and skills from year 7 and 8 creating a greater depth.

The curriculum provides opportunities for pupils to solve real problems by design and making prototypes or systems using a wide variety of materials and equipment. Students become highly skilled in the use of 2D and 3D design producing high and low fidelity models. Students will investigate designers to inform their work, and develop ideas through sketchbooks, experimentation, and refinement. The course encourages creativity, problem-solving, and personal expression.

3D design Modules – Design to inform work:

Unit 1- Art movement clock 

Unit 2- Bag for life

Unit 3- Architecture – City living 

All pupils will experience and work with textiles, paper, board, polymers, timber, metals and electronics.  

Assessment

Two assessments per term.  

Retrieval activities are used throughout all units, providing opportunities for students to recall, apply key knowledge and skills from previous lessons. By actively bringing information to mind, students strengthen their understanding of materials, tools, processes, and safety procedures.

Practical assessments are on-going through all design projects. 

Homework

Students will follow a program of homework that is designed to consolidate learning and skills developed in the lesson. 

Enrichment activities 

Students will have access to CAD/CAM extra-curricular activities in year 9 where they can build on the skills needed for Industry. Students will undertake research into the manufacturing and design industry, developing skills to assemble a final design outcome.   

Texts to be issued and arrangements for return  

Digital resources support teaching and learning activities. 

Subject Introduction

The GCSE 3D Design option focuses on developing students’ skills in creating three-dimensional work using a range of materials and techniques such as wood, wire, metal, polymers, fabrics and mixed media. Students explore form, structure, and space through product design. They investigate designers to inform their work, and develop ideas through sketchbooks, experimentation, and model making. The course encourages creativity, problem-solving, and personal expression.

Modules

3D design

Diverse materials techniques

Development of design skills

Model making

Architectural design

CAD/CAM

Electronics 

Assessment

• Sketchbooks are assessed at least once a half term. 
• Feedback given to individual pieces of work. 
• 1:1 discussion with students during lessons to discuss progress. 
• Portfolio: 60% - Start in year 10 
• Externally Set Task: 40% - Start in January of year 11. 

Assessment objectives:

AO1:  Develop ideas through investigations, demonstrating critical understanding of sources  

AO2: Refne work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes 

AO3: Record ideas, observations and insights relevant to intentions as work progresses 

AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language. 

Homework  

Students will follow a program of homework that is designed to consolidate learning and skills developed in the lesson. 

Enrichment activities 

Research and project-based work. Visits and speakers.

Equipment 

 All specialist equipment is provided, students require basic stationery, and they will be provided with a portfolio to evidence their learning journey.

Subject Introduction

In Year 11, students studying the AQA GCSE 3D Design course build on the skills and knowledge developed in Year 10 to produce more independent and refined work. The focus is on completing their personal portfolio, where they develop a project based on a theme of their choice, exploring ideas through research, experimentation, and material testing. Students will create a final 3D outcome that demonstrates their ability to design, problem-solve, and work with purpose and creativity. They will also complete the externally set assignment, which includes a preparatory period and a 10-hour practical exam. Throughout the year, students are encouraged to take greater creative risks, show clear development of ideas, and produce thoughtful, well-crafted 3D pieces that reflect their individual learning journey.

Modules

Projects may include: 

A personal project chosen from a range of teacher set topics. This will contribute towards the student’s portfolio. 

Externally Set Assignment: This will involve students choosing a topic set by the exam board and will take place between January and May. 

Assessment

• Sketchbooks are assessed at least once a half term. 
• Feedback given to individual pieces of work. 
• 1:1 discussion with students during lessons to discuss progress. 

AQA: Assessment Objectives 

AO1:  Develop ideas through investigations, demonstrating critical understanding of sources  

AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes 

AO3: Record ideas, observations and insights relevant to intentions as work progresses 

AO4: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language. 

Homework  

Students will follow a program of homework that is designed to consolidate learning and skills developed in the lesson for the examined session.

Enrichment activities 

Students will have access to computer rooms for independent study and CAD/CAM skill development. Workshops are available for students to develop, trial and modify their prototypes to meet client's needs.  

Outside speakers to show design in action. 

Targeted intervention is offered for students that need extra support with NEA techniques.  

A-Level 3D Design at St Wilfrid’s (AQA 7205)

Subject Intent 3D Design

This exciting and dynamic course invites students to explore the world of three-dimensional design through a wide range of creative disciplines, including product design, sculpture, architectural forms, jewellery, and interior design. Over two years, students will develop their design thinking, technical skills, and material knowledge while responding to real-world themes and personal interests. With access to specialist workshops and industry-standard tools, students will learn to transform ideas into innovative, tactile outcomes that reflect both function and aesthetic. Whether you're driven by curiosity, sustainability, or a passion for shaping the spaces and objects around us, this course provides a unique platform to experiment, problem-solve, and bring bold design visions to life.

Course Overview

Title:

• 3D Design (7205)

Component 1: Personal Investigation (60%)

• A practical portfolio of work based on an idea, issue, or theme of personal interest
• Supported by a written element (1,000–3,000 words)
• Internally assessed, externally moderated

Component 2: Externally Set Assignment (40%)

• Preparatory period followed by a 15-hour controlled assessment
• A choice of themes set by AQA—students develop their own personal response

Assessment

Component 1

Portfolio + written investigation

60%

Component 2

Externally Set Task (15-hour final piece)

40%

There is no written exam—assessment is entirely based on portfolio and final practical outcomes. Work is marked on:

• Developing ideas
• Refining techniques
• Recording observations
• Presenting a meaningful final outcome

Homework & Independent Study

• Sketchbook development
• Gallery or online exhibition reviews
• Artist and Designer research and contextual analysis
• Experimentation with new media or techniques
• Portfolio refinement and annotation

Enrichment Opportunities

• Trips to art galleries, design studios, and exhibitions.
• Artist or designer workshops.
• Cross-subject projects (e.g. with photography, textiles, or media)

Where Can Art/3D Design Take You?

This A-Level supports careers and courses in:

Fine Art, Illustration, Graphic Design, Architecture, Photography, Fashion, Animation, Art History and Curation.  Industrial design, Engineering, Product development and Construction. CAD-based professions.

It’s also valuable for any career that values creative problem-solving, independent thinking, and visual literacy

Universities, design schools, and creative employers all value a strong portfolio—and this course helps students build one with pride.