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Design and Technology Programmes of Study

Key Stage 3


Year 7

Year 8



Students begin their introduction to Engineering through exploring electronic principles relevant to the digital world. They will be challenged to explore how electricity became a key energy source for society and the underlying laws that govern its use and scalar quantities it can be measured in -  voltage, current, resistance, power, induction, conductivity/ insulation, energy transfer. 

They will consider how electrical energy is generated and stored by the use of finite/ renewable resources whilst recognising the wider impact on the world relevant to climate change - thermal power, electromagnetic induction, photovoltaic cells, nuclear, battery design & chemistry, rechargeable cells, energy capacity (E1, E2 & E4)

Students will develop an understanding of how Computer-Aided Design (CAD) has impacted the Engineering profession through an exploration of both 2D & 3D design software. Initially using ‘2D Design’ they will develop proficiency using CAD to create accurate technical drawings that clearly communicate design intent and can be exported for manufacture by CNC. 

As their competence grows they will transition to 3D parametric CAD software and develop a practical understanding of the core features used to model a range of products - 6 sided die, model castle, lego brick, chess piece & hex key set. They will reverse engineer using clearly defined parameters and accurate dimensions, understanding the geometry of 3D forms. (D5, M1, E4)



Students will continue to develop their understanding of electronics through considering how electricity can be controlled using a range of components within circuits with real-world applications. They will learn how to design circuit schematics using CAD software and virtually simulate their function in order to critically evaluate them for use within product applications.  (T3)

They will develop knowledge of individual components within a system - resistor, diode, capacitor, transistor, opto-electronics, logic gates, integrated circuits & microcontrollers. Through this, they will develop smart digital systems that are programmed using flowchart commands to perform a range of simulated functions - random dice, traffic lights, reaction game, electric car & math quiz. (D2, D5, E2 & E3, T4)

Students will begin to creatively apply knowledge to develop a practical solution to a real-world problem themed around the culture of ‘Islamic Art’. They will explore the historical context of Islamic design & engineering to develop a range of conceptual ideas as part of an iterative design process. Through the use of CAD/CAM students will develop designs towards an outcome suitable for manufacturing. (D1, D2, D3, D4, D5)

Using CNC, students will prototype solutions to their design brief towards a final design solution that makes use of mixed materials. Students will apply their understanding of flowchart programming to extend the functionality of the product to create a smart system with a range of input/output control. (M1, M2, T3, T4)


Students in ‘Food and Nutrition’ will explore the importance of health and hygiene in the context of industry practice along with the safe storage of perishables to avoid cross-contamination.

They will experience a range of skills and techniques that are fundamental to an understanding of the subject: vegetable preparation, baking, frying, boiling, roasting, kneading, jointing through an experience with common cooking ingredients: rice, pasta, eggs, chicken, vegetables, potatoes, dough. 

Alongside the development of a strong practical understanding of the course, students will consider the nutritional science behind the ingredients and the importance of a healthy lifestyle. They will develop a knowledge of; fats, carbohydrates, sugars, protein, vitamins, energy, cholesterol, fibre & salts. (C1,C2, C3, 4)

Students in “Food and Nutrition” will deepen their understanding of the practical and theoretical knowledge surrounding the principles of food science, nutrition and healthy eating.

They will build upon the skills experienced in Year 7 to develop their cooking skills by planning, preparing and cooking a range of dishes: No-bake cheesecake, a variety of egg dishes, cheese sauce and cheesy pinwheels. This will enable them to demonstrate higher-level skills such as starch gelatinisation as in a roux, shortening and aeration as in pastry and engineering recipes to meet specific design briefs.

In addition to the development of higher-level food preparation skills, students will begin to focus on chemical characteristics of food, economic and environmental influences on food availability, the relationship between diet and health and different culinary traditions.  (C1,C2, C3, 4)

Design and Technology Programmes of Study: Key Stage 3

Department of Education - Purpose of Study

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of domestic and local contexts [for example, the home, health, leisure and culture], and industrial contexts [for example, engineering, manufacturing, construction, food, energy, agriculture (including horticulture) and fashion].

When designing and making, students should be taught to:


D1. use research and exploration, such as the study of different cultures, to identify and understand user needs

D2. identify and solve their own design problems and understand how to reformulate problems given to them

D3. develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations

D4. use a variety of approaches [for example, biomimicry and user-centred design], to generate creative ideas and avoid stereotypical responses

D5. develop and communicate design ideas using annotated sketches, detailed plans, 3-D and mathematical modelling, oral and digital presentations and computer-based tools


M1. select from and use specialist tools, techniques, processes, equipment and machinery precisely, including computer-aided manufacture

M2. select from and use a wider, more complex range of materials, components and ingredients, taking into account their properties


E1. analyse the work of past and present professionals and others to develop and broaden their understanding

E2. investigate new and emerging technologies

E3. test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups

E4. understand developments in design and technology, its impact on individuals, society and the environment, and the responsibilities of designers, engineers and technologists.


Design and technology – key stage 3

Technical knowledge

T1. understand and use the properties of materials and the performance of structural elements to achieve functioning solutions

T2. understand how more advanced mechanical systems used in their products enable changes in movement and force

T3. understand how more advanced electrical and electronic systems can be powered and used in their products [for example, circuits with heat, light, sound and movement as inputs and outputs]

T4. apply computing and use electronics to embed intelligence in products that respond to inputs [for example, sensors], and control outputs [for example, actuators], using programmable components [for example, microcontrollers].


Cooking and nutrition

As part of their work with food, pupils should be taught how to cook and apply the principles of nutrition and healthy eating. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity. Learning how to cook is a crucial life skill that enables pupils to feed themselves and others affordably and well, now and in later life.

Students should be taught to:

Key stage 3

C1. understand and apply the principles of nutrition and health

C2. cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet

C3. become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes]

C4. understand the source, seasonality and characteristics of a broad range of ingredients.